MACMILLAN BOOKS FOR TEACHERS igen ay Couacaeoscneieti an Grey ea Cee ciecicri Cedi Uncovering CLIL Gontent and Language Integrated) Learning in Bilingual and Multilingual Education iter eke eee ne ete ge eames soe conten lsat Cpe eere sate Ne cin nt Pe eee cena eee eg) the two can go handiin hand, giving examples of how to Use CLil at primary, secondary Pape tee aes er or ater eters eee Feige acuta ees Peer re eM esac ser ie enc inal een tans) Peston enemee Presents a broad Overview of CLIL essentials for teachers at both prmaryand ear yeh Ceres eortat cece eter ak pera tae te era Gere ee setae recreate eae ost expetierice working with teachers to support the mplementation of best practice of (Gta tele eae ti-cU ny esate aa ater a Meee nee ee ee eta ae cee a ecco on rc ee os theterm ClIL in 1994, He has extensive expetience of capacity-building for CLiL ina range Preanniceeenee eeiainecyet neta Maria Jesus Frigols hascoordinated CUIL imnplementetion in secondary and vocational leducation in Valencia, She is als0.a consultant to the Boards of Education of several Peete ten eect nent atone inet tate FA MACMILLAN Cera cr rae eee a Cee trey Uncovering CHIL ntegrated Learning tilingual Education avid Marsh Wes aiteol BOOKS FOR TEACHERS@ UNCOVERING CLIL i Content and Language Integrated Learning, in bilingual and multilingual education Peeter Mehisto David Marsh Maria Jesus Frigols‘Maclin Education ‘Between Towns Rood, Oxford OX4.37P ‘Avision of Macraillan Publishers Linited ‘Companies and epesenalives throughout the word IS0N978-0.230.02719.0 “Text © Peter Mehist, David Mash and Mara Jens Figo 2008 Design and usvation © Maca Publishes Limited 2008 ist ybtished 2008, All:ighsteservedno part ofthis publication may be Frprocoerd stored ineretieval syste rnsmited {nany fr, or by any means, leetonie, mechanical, photocopying reoring or olerwise, without the prior ‘wenn permissionaf he publishers. 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Approaching CLIL Precuit The rise of CLL CLIL foundation pleces ‘The many faces of CLIL ‘Bumps in the road to good practice in CLIL, Chapter 2 Getting ready for CLIL Chapter navigator Orientating towards CLIL What is and isn’t unique about CLIL? Core features of CLIL methodology What drives the 30 core features? How does CLIL work for students? What about me? What do do for a 60-minute lesson? Chapter 3 Starting CLIL In the classroom ‘Chapter navigator ‘Aveek inthe life of a primary school LIL teacher - getting started ‘Aveek inthe life of a Secondary schoo! CLIL teacher getting started ‘Aveekin the lfe of vocational education GLIL teacher - getting started Chapter 4 Putting CLIL in motion chapter navigator Sefting your sights on successful CLL ‘Supporting language learning In content classes ‘Supporting content learning in language classes ‘Working through crosscurricuar themes and projects Reflecting on learning Teaming up with feliow teachersChapter § Opening windows for personal achievement 138 Chapter navigater Building scaffolds [Anchoring into previous learning CChunking and repackaging knowledge Fostering creative and crtical thinking Learning styles Challenging students to take another step forwar ‘the comfortzone Chapter 6 Making CLIL come allve 172 (Chapter navigato: (Creating the classroom climate Connecting earning to learners’ ves Connecting classrooms to the local community Connecting class'ooms to the world Making meanings matter Helping learners help themselves (Chapter 7 Cruising with CLIL aaa (Chapter navigator Connect, inspire, delver, advance Chapter 8 More tools 2a Chapter navigator How to guide stucents through a wrlting project: A stepy:step guide Processes for selecting and admitting students How using drama.can extend your teaching repertoire How to improve clarity of speech How to create CLI teaching materials from authentic texts Year Vi ~Late CLIL programme sample application form ‘Sample agenda for a weekly CLIL team meeting Planning and observation cheokdist Indox 238 Acknowledgements ‘Nobookis an island! We are deeply grateful toa wide range of individuals from across the world who have contributed et diferent stages tothe production of i hook This inp, inthe form ofidens, materials and feedback, has been a key source of inspiration. ‘Various organizations have also played a role in supporting the proces‘The [Estonian Language Immersion Centre has shared many ofits learningmterial ‘Valuable contributions have also been made by the Continuing Education Centre ‘ofthe University ofyviskyk (Finland), the Toronto School Board (Canada) and the Complejo Educativo de Chest (Spain). ‘No individual isan island! rom the inception (Valencia, 2005) tothe logistics (elsink, 2006) through to the finalization of dfs, the authors have received continuous insight and specialist support from a range of experts including Kal Voli and members of the CLIL Consortium, Hugo Baetens Beardsmore,Do Coyle, GisellaLangé, Anne Maljers and Dieter Wolf fiiffige waa mu — CESSES Peter Mehisto David Marsh, Maria Jess FrigolsForeword ‘The acline industry and education may differ in terms of the length oftheir respective histories, but they are now showing lear similarities in how they adapt ‘to the expectations of life inthe knowledge society From the old times of pioneering fights across major aceans, the history of the airline industry has been marked by adaptability, dyacmism and innovation. “The speed at which the industry can adapt to challenge a key prerequisite for suecess. In the airline industry as in education, new necessities derive from broadening perspectives in a dynamic, increasingly integrated and convergent world, Using the ‘ew technologies, materials and tools in construction, maintenance, piloting and ‘customer services has taken us forwards from the very beginning, Innovation has always been the leading edge for achieving advancement, ‘Sometimes this emerges slowly and has a subtle impact, and at other times it appears swifly and challenges older operating approaches, Aviation, training, education and other facets of our new societies are examining ‘the ways in which innovation can lead tothe integration of the best possible ‘operating principles and outcomes. This sas relevant for the airline industry as itis foreducation In Air Nostrum, the concept of integration is core to our success. We have a dedicated programme to encourage and train employees to develop both technical and communicative skils, and CLIL has been used in 9ur training courses for some. ‘years to aid this development. ‘The authors ofthis book first came up with the idea ofa CLIL handbook whilst ‘working on a film concept for the Furopean Commission, on location atan ‘Ait Nostrum hanger. Now we are pleased to be associated with this book on. (CLIL methodologies and hope that you, the reader, wil find this a useful tool in examining how integration and innovation can be developed in your work with the citizens of today and tomorrow. AP Emilio Serratosa Chairman, AirNostrum Introduction This books for the reader who wants a practical nsight into how the learning of ‘both content and a second language can be combined into a single educational experience, It's for those who want to further their understanding of on-the-ground practice of Content and Language Integrated Learning (CLIL).They may be working with younger children at primary level or with oleer age groups in secondary or vocational schools. The reader may also be a parent, an administcator ora researcher interested in education, ‘Welivein a time of innovation, and new ways ofivng and working. This often involves changing the way we do things. Across our societies we can see integration replacing fragmentation. This process is creating fusion between sectors that may hhave been quite separate inthe past. CLI is one example ofthis process. Itinvites convergence between the learning. ‘of content and lenguage. It enables educators to move away from fragmentation, ‘whereby we handle subjects as separate areas. ‘Weave known fora long time that teaching languages and other subjects separate ‘from one another, in a vacuum, does not produce optimal outcomes. Both language ‘and content teachers have already made important strides in evitalizing their teaching for this modern age within and even across their subjects. CLIT. provides the opportunity to goa step further. It creates fus.on between contentand language ‘across subjects and encourages independent and co-operative earning, while building common purpose and forums for lifelong development. This provides significant added value for language learning. Fusion can be found throughout the world. The information and communication sectors are integrating technologies in direct response to social demand. Phones ‘now provide photographic, navigational and a wide range of media features, alongside Internet access. Yet, they also remain true tothe original purpose for which they were created, Entertainments following the same trend. Cirgue du Soeilhas emerged as anew fusion far removed from the traditional concept ofa circus. thas synthesized circus styles from around the world, integrating acrobatics, dance and theatre; aswell as, new technologies; into one single scripted theme. Fusion has become a facto life. ‘The fusion in CLIL has emerged to help young people build integrated knowledge nd skills for this increasingly integrated world, “The eight chapters in this book, Uncovering CLL, quickly move from the initial ‘why do CLILand guide the reader towards the how to do CLIL. Approaching CLIL describes the rise of CLIL in modern education and offers some practical models. Getting ready for CLIL takes the reader closer tothe core features of CLIL methodology. This is then followed by Starting CLIL in the classroom, which translates CLIL methodology into practice athe primary, secondary and vocational levels. Putting CLIL in motion examines hov toprovide language support in content learning, and content support intanguage learning. Opening windows for personal achievement describes how teachers and studen's can take greater control ofthe learning pracess and improve outcomes. ‘Making CLIL come alive is about connectivity - connecting learners, and learning, tothe wider world. Cruising with CLIL sums itall up: Ietakes the reader Dbackto the bigger picture of CLIL, and describes how that bigger picture can positively influence classroom practice. The final chapter, More tools, provides additional materials for implementing CLIL. About the series Macmilian Books for Teachers ‘Welcome to Macmillan Books for Teachers. The titles are written by acknowledged ‘and innovative leaders in each field to help you develop your teaching repertoire, ‘Practical sil and theoretical knowledge. ‘Suited to newer and experienced teachers the series combines the best of classic teaching methodology with recent cutting-edge developments. Insights from academic research are combined with hands-on experience to create books which focus on real-world teaching solutions. ‘Wehope you will find the ideas in them source of inspiration in your own teaching ‘and enjoyment in your professional learning. Adrian Underhill Titles in the serles 500 Activities for the Primary Learning Teaching Classroom Jim Scrivener ee Sound Foundations 700 Classroom Activities Adrian Underhill David Seymour & Maria Popova “Thaching Practice AnA-Zof ELT Roger Gower, Diane Philips & Steve Scot Thornbury Walters Blended Learning ‘Teaching Reading Skill Barney Barrett & Pete Sharma Christine Nuttall Beyond the Sentence Uncovering Grammar Scott Thorntury ‘Scott Thornbury Children Learning English Jayne Moon Discover English ‘Rod Bolitho & Brian Tomlinson 6 Approaching CLIL ‘This book explains content and language integrated learning (CLL). Ituncovers the pieces ofthe puzzle that make up the essence of CLIL, In short, CLIL is a dual-focused educational approach in which an additionat language ie uted forthe learning and teaching of both contentand language. For ‘example, CLIL has involved Malaysian children learning maths and science in English. CLIL has been used for Norwegian students to do drama in German, Italian students to learn science in French, Japanese students to learn geography in English and Australians to learn maths in Chinese. The combinations of languages and subjects ae almost limitiess. Pre-CLIL “The term CLIL (content and language integrated learning) was coined in 1994 in Europe. However, CLIL practice has a much longer history. The first known (CLIL-type programme dates back some 5000 yeats to what s now modern-day ‘Iraq, The Akkadians, who conquered the Sumerians, wanted to learn the local Janguage.To this end, Sumerian was used as a medium of instruction to teach several subjects to the Akkadians, including theology, botany and zoology. If ‘Sumerian instructors were true to the basi principles of CLIL, they supported the learning of Sumerian, as well asthe learning ofthe content in theology, botany and ‘zoology. Another example from history ofthe use of a second language to teach content is the widespread use of Latin, For centuries, Latin was used as language of instruction in Buropean universities and became the primary language of la, ‘medicine, theology, science and philosophy Yet, despite having strong similarities ‘with CLIL, the use of Latin cannot be considered, in the purest sense, an example ‘of CLIL. Latin in academia left litle room for the development of local languages. CCLIL, by contrast, seeks to support second-language learning while also favouring, first-language development. In Europe, in more recent centuries, many people have understood the value of ‘multilingualism. However, bilingual or mullingual education seemed, above al, a privilege belonging to the wealthy. The well-to-do hired governesses or tutors ‘who spoke to their children in a foreign tongue with the express purpose of having them become fluent in another language. Some people sent their children abroad to study in private schools. In other cases, geographic, demographic and economic realities have given rise ‘to multilingual programmes.In 1965,a group of English-speaking parents living in the majority French-speaking Canadian province of Quebec had become ‘worried that ther children would be at a disadvantage later on i life if they did not achieve fluency in French, These English-speaking parents believed that standard second-language teaching would not leed to fluency in French, thus making it‘Chapter 4: Approaching CLL ‘more difficult later on in life for their children to compete in the local job marker, “The parents encouraged the local authorities to establish language-immersion programme that would enable English-speaking children to study al of their subjects entirely in French, “Teachers in this immersion programme inidally faced major challenges, Appropriate teaching and learning strategies had not been agreed upon. They ‘were developed by tral and error. Teachers began by focusing on helping stadents to understand the second language and to develop oral communication skills. ‘more balanced approach that included all four language skils (listening, speaking, reading and writing) was introduced once the students’ aural (Istening) and oral (speaking) skills had developed sufficienty to allow for basic communication. As, students progressed through school, some subjects were also taught in English, Tn general, the programme was highly successful. The use of immersion teaching ‘began to spread throughout Canada and much ofthe res of the world, In the 1970s, withthe expansion of language-immersion programmes, bilingual ‘education became more easily accessible to children coming from a diversity of backgrounds, Similarly, work done on Languages Across the Curriculum in the 1970s (UK) helped raise awareness of the need forall teachers to help students improve their language skills, whether ite thei first or second language. An increased understanding thet content and language needed to be taught and learnt hand in hand was developing. At the same time, it was becoming apparent that standard second-language teaching alone was not achieving adequate results on a widespread scale. The rise of CLIL By the mid-1990s globalization was placing greater linguistic demands on mainstream education, from the primary level through to institutions of higher ‘education. In Euzope today, there i a desire to improve language-learning ‘opportunities for all young people in order to increase European cohesion and ‘competitiveness. In Asia, thanks in no smal part to the exponential growth of China's economy, interest in improving lingua franca languages such as Mandarin, Chinese and English ison the rise. These languages ae of essential importance for ‘the economies and societies of several Asian countries, Globalization has made the world interconnected in ways not seen before. New technologies ae facilitating the exchange of information and knowledge.This, in ‘um, is driving the integration of the world economy and change in all spheres of cur lives. The world is rapidly becoming a very mixed global village. Mobility, both physical and viewual, is becoming an ever-increasing reality and this ishaving an impact on languages.The reality of if in a mixed global sociey is having an impact ‘onhaw we teach and what we teach ~ and this concerns language education, as ‘much as any other form of subject learning. nan integrated world, integrated learning is increasingly viewed as a modern form of educational delivery designed to even better equip the learner with knowledge (Chapter 4: Approaching CLL and skills suitable forthe global age. Moreover, the mindset of Generation Y (generally recognized as born anywhere between 1982 and 2001) is particularly focused on immediacy as in ‘learn as you use, use as you learn’ ~ not learn now, ‘use later’ Those born into the Cyber Generation (bom after 2001) willbe even ‘mote influenced by their own early, personal, hands-on experience with integrated technologies. These are the generations naw in classrcoms across the world, and CLIL is one innovative methodology that has emerged to cater to this new age. CLIL foundation pieces ‘The CLIL strategy, above all, involves using a language thats nota student's native language as a medium of instruction and learning for >rimary, secondary andlor vocational-level subjects such as maths, science, art or business, However, CLIL. iso calls on content teachers to teach some language-In particular, content teachers need to support the learning of those parts of language knowledge that students are missing and that may be preventing them mastering the content, Language teachers in CLIL programmes play a unique role. In addition to teaching the standard curriculum, they work to support content teachers by helping students to gain the language needed to manipulate content from other subjects. In so doing. they also help to reinforce the acquisition of content. ‘Thus, CLIL is a too! forthe teaching and learning of content and language. The essence of CLIL is integration. This integration has a dul focus: 1) Language learning is included in content clases (eg, maths, history, geography, computer programming, science, civics, etc). This means repackaging information in a manner tha facilitates understancing. Charts, diagrams, drawings, hands-on experiments and the drawing out ofkey concepts and terminology are al common CLIL strategies, 2) Content from subjects is used in language-learning classes. The language teacher, working together with teachers of other subjects, incorporates the ‘vocabulary, terminology and texts from those other subjects into his or her classes. Students learn the language and discourse patterns they need 10 ‘understand and use the content. Itisa student's desire to understand and use the content that motivates him or her ‘to learn the language. Even in language classes, studerts are likely to learn more if they are not simply learning language for language’ssake, but using language ro accomplish concrete tasks and learn new content. The language teacher takes ‘more time to help students improve the quality of thei language than the content teacher. However, finding ways in the CLIL context to inject content into language classes will also help improve language learning, Thus, in CLIL, content goals are supported by language goals. In addition to focus on content and language, there i a third clement that comes, into play. The development of learning skills supportsthe achievement of content, language goals. Learning skills goals constitute the third driver in the CLIL triadChapter a: Approaching CL, \\ ZL /_seanwine seus \\ ‘The three goals of content, language and learning skills need to ft nto alarger context. Parents are most interested in having their children learn the CLIL language, continue to develop their frst language and learn as much ofthe content as children who are not in CLIL programmes. Therefore, the ultimate goal of CLIL. initiatives isto create conditions that support the achievement of the following: ‘+ grade-arpropriate levels of academic achievement in subjects taught through the CLIL language; + grade-sppropriate functional proficiency in listening, speaking, reading and writing inthe CLIL language; *+ age-appropriate levels of ist-language competence in listening, speaking, reading snd writings + anunderstanding and appreciation ofthe cultures associated with the CLIL, language and the student's firstlanguage; ‘+ the cognitive and social skills and habits required for success in an ever- changing world, ‘The CLIL method can give young people the skills required to continue to study cor work in the CLIL language. However, language maintenance and learning isa lifelong process requiring continued use and ongoing investment The many faces of CLIL (CLI is an umbrella term covering a dozen or more educational approaches (eg, immersion, bilingual education, multilingual education, language showers and ‘enriched language programmes). Whats new about CLIL is that it synthesizes ‘and provides a flexible way of applying the knowledge learnt {rom these various approaches. The flexibility of the approach is, above all, evident in the amount of ‘ume devoted to reaching or learning through the second language. CLI allows for Jow- tohhigh-intensity exposure to teachingilearning through a second language. ‘The approach can also be used for short-term high-intensity exposure (see figure opposite). (Chapter 4: Approaching CLL THE MANY FACES OF CLIL HIGH-INTENSITY. LONG-TERM PROGRAMINE PRIMARY SECONDARY, VOCATIONAL, HIGHER EDUCATION Here are four examples ofthe varying types of CLIL-style activities: e Language showers Deseription Language shonere ate pmatly Irfended for students ago tietwoen four and ten {years 0X, who receive between 30 minutes ene one hour of exposure per day. Tis: Inclides the use ofgamies, songs, many visuals, rea heneling of objects and ‘movement. Teachers usualy speck almost entirely nthe UL language. Routines ‘fe developed and considerable repetition is Used so studonts know What t> lerpect. This creates a sense of secutty lowers anklsty and boosts learn, Goals, Language shoners aim ta help students to: + be aware.of the exstense of diferent languages: + bo prepared forlonguage ieaming (posttve atitude, fam kanty With sounds and structures),‘Gheptr: Approeshing CLL ‘Suggested activities ‘eschets focus on rote activities with which the students become comfortable. “They set ho stage by cling students what to expect and then switch tothe CLIL language, for example: ~ to menage breaks orlunchtime. Instructions are given In the CLIL language, \oabuary for foods fs leamt and students answer questlons about what they ‘are eating. The teacher says: Mmm, apples. Shellyhas an apple. Who else has an apple? Whats that, Paul? Yes, very good. That's right, t's an apple. What Colours the copie, red or green? Ist ed Ike igor’ shirt or green lke Chantal's Skirt? Simultaneously pointing to lgor's red shirt and Chantal's green skirt faciltates comorehersion. + fohelp students got dressed for breaks orfor going home. Articles of clothing ‘canbe put onin various éequences while the students repeat the new words, (Considerable gesturing/pointingis used to help studonts associate the object with ts neme in the GLIL language. The teacher may say: What shall we put on frst? Our gloves? Our hats? Qur coats? Our boots? What eolourls Shameem’ ‘hat? What colour is Fenrys scarf? Today, et’ puton aur gloves fst Now let's But on our coats and tr tobutton them. (s that aifiult? (said with a grimacing ce) is that easy? (said wih a smiling face) Students answer with one word or In short ptrases using the CLILionguage. + singing songs that Include considerable movement end that help teseh \ocabulary (eg, the Shimmy Shimmy Shake orthe Hokey Cokey: I put my left ‘hand in, my left hand out, my et hand in and I shake tall about...) Using ‘actions together with new vocabulary helps students to learn and mare easily ‘recall vocabulary. Also, words in songs are more easily retained than, for ‘example, through lists and speaking, e ‘One-week GLIL camp Description Comps.can consist of gioups ranging fom titeen to shy students or more, coming {fomone seroat or fom an etre school dstet, Students come together ata burpese-designod location, often an outdoor essning cere, durin the school year, OF holidays, for several days, ‘Some schost districts may organize weckend camps and others five-day camps ‘ting the senoo! Weck, Five cays is ong enough to have a profoundimpact and ‘Short enougfor students to pve itary. Students are given @ certaln degree of ‘hoice in picking actives. The students are sub civided into four teams often, Each group decides on its own name, moto and logo. The primary nonmneotiable round rue that al participants use the CLL language throughout the stay. Students aro asked to develop strategies that will elp ensute the use ofthe (CLL language, Students may agree on a system: (Chapter 4: Approaching CLL, themselves charge other students one token each time they hear someone speaking a language other than the camp language. Inthis way students often ‘begin to assume al responsibilty for keeping everyone on track wth CLIL languege® use. Inthis example, the team with the greatest number oftokens wins a prize at the end ofthe camp stay. Goals CLiL camps im for students to: * experience success intvng ina seconelanguage environment; + have fun and associate the CLL language with an anja experience: + motivate students to continue secondanguege study; + Inspire students to continue learing the CLI language. Suggested activities 48) Hiking and orentoering: brainstorming what participants already know about hiking and orienteering (vocabulary, safety issues, tps, et), learning key vocabulary and pirses, preactiviy instructions from a faiftator nd ‘language teacher indoors, testing learning outdoors, various hking end orienteering sthties, navng some students photograph or fmthe activites, ‘making presentations about the actives using the photos or ins, discussing and celebrating the experience. ) Afinal talent show: a general meetingto discuss the nature ofthe event, dally times set aside for preparation of presentations, roleplays or scenes, bullang up the event during dinner speeches andthe big eventitslf. «) Student teaching: students sign upto teach workshops fr ther fellow students. Preparatory meetings are held with teachers to plan and to provide language ‘support. After the session, short debriefing sessions ate held wnere the students discuss the experience and celebrate success. One ofour colleague's ‘stucents ran abelldancing workshop. She wrote the required expressions on ‘piece of paper and stuokitto the wal. The students learnt to isolate three diferent kinds of stomach musoles the diaphragm, the pelve muscles and the obliques. The students leat to control each set of muscles separately ‘and then contact them, ina rolling motion, one after the other. was hard work but they really had fun witht Students ended up Incorporating tellyancing as one ofthe steps in relay race, and tothe final talent show One student ‘gave an origami workshop, another dd a tai chiworkshop, and yet another “showed slides andtalked about trp to South America. One of the most popular ‘workshops was about how to set up your own biog Provicinglanguree support required some serious advanced planning from stat NB: Camps work forall age ranges from the early years of sohoal tothe end of ‘secondary school. With very young children the emphasis & more on instructor-led activites, Far more garnes and compebtions are used. Forexamt: "a walkabout in the natural end/onment fo lear about vious plonts, Insects ‘and animals; + a soavenger hunt to find and possibly photograph various plans. stones, Ive insects, et;Chapter 4: Approaching CLL + planning, ouxaing ana celebrating the oreation of birdhouses, sandcastes, eto; + dors comnpetline and noncompetitive sports. Instructors nould reinforce vocabulary throughout the week. Mary objects such 8 a table oF an gak tree would have labels atachedto them indicating [ETE] or [aktree) Also, students would be asked to pick ther group names from the ‘various species of ree or insects thst are found inthe area. Students might wore ‘than instructor to stage a play about Ife Inthe forest. International projects Description ‘Special projects nzea to lead to concrete accomplishments and enable students to-conmect mith newideas, sources and/or peaple, Schoo's can ether join existing projects or create project oftheir ann. Aworidyide network such ae Science ‘Aetoss the Wort is ea ond inexpensive tojoin. This Internet based network allows classes of students trom seto0ls in several countesto study and dlsouss abost of sclence topics suen as acs ain, blodieret, food, et, health, genetics, the envionment and energy. Students exchange ideas andincings with peers ‘abroad and students work asa class to try to reach a cansensus about what they ‘have leet. The network provides some worksheets ans teacher's guldes. Another opon isto start a project of one's own. Ary expe from a primary school Inluaing eneren from: kindergarten right through to year sixinvolvos having @ School adopt village in Africa, This 1s dove In c0.operation with major ad agenoy thetas considerable expetence in Alea. It can decome a choot wide project that ‘also includes parents and members ofthe jaca community. Goals Joternational projects amo: + help students assume grosterresponsiily fr their lestnings + mothate students; * provides tamework or syrtnesizing earning am several subjects * teats opportunities fr contact and corrmunteaion with er Speakers ofthe Chit iongueg=: + covelop iis in communication, information and communication technologies (ICT), tesmnore and problem solving: develop teasoning, engulry citicl and ctealve thinking and evaluat Suggested activitios 4) Selonco Across te Works * Introduction - students boginto gonsider wnat sort of and how much waste they create, + Acc2sing prior knowledge and skils—teechers help stusents to articulate thaleprior krowiedge of waste using a framework ecosystems, percentages, categories of mateies, meesunme mass, reading Wiernometes. interpreting ion sls. * tpi scienceacross.org ‘Chapter 4: Approaching CLIL Alagrams and tables, precautions to take when measuring waste). + Preteaching language — draw out vocabulary and discourse patterns by reading ® short introductory text orby working through instructions with the class. + How much waste do you creste?~ students survey the solid domestio waste produced in thelr own home in the course of aweek ae categorize the waste. + What happens to collected waste? — students Investigate the ways that the looal community deals with waste. + Collating and exchanging information — the class collate information and exchanges itwith schools in other countries. + What happens to waste in other counties? the classconsiders te information received from schools in other countries and discusses simlarkies and diferonces, problems and solutions and how counties can learn from one another. + Information section -irtamation about waste producton and treatment across the worlds summarized an presented. + Planning, implementing and evaluating developing an improved waste- manegement plan forthe school and appingt. + Celebrating success. 2) Adopting an Aican vilage ‘Students: + earn about international development agencies and programmes (eg, ‘sponsoring @ child, adopting a village): + Jearn about Aca and the county in question (eg, wie reports, produce an art ‘show, un group projects on climate and/orrfesiyle) determine costs and develop a pan for fundraising; ‘organize a community fair (plan, advertise, manage the funds, run the activities); + develop a cispiay forthe school foyer + begin corresponding with children in the village: + summarize accomplishments an celebrate achievements with parents and the community. ‘Total early immersion Description Total cary immersion programmes begin In kindergarten ct during the frst year of ‘choo, Total immersion programmes are only total Iripersion atthe outset 4s ‘students progress through the proeramime trom year to yest. more and more of the eurticulum is detiveres tough tne meaium oft fst anaueee, Often, after fw ‘are of sd, nalf oF the orreulum is delvered through te inmerslon arguaae ‘and haif rough the students’ fst lenguage. Many schoo wil offer the option of ‘studying thd language. The teacher usually S28aKs onl the Immersion language. Certainly afew months ‘othe programme, Its carsideved good practice o speek only the Immersion a7(Chapter 4: Approaching CL, language with the students. Many schools apply the approach of ene teacher/one language. This means that teachers teach In one language onl. Students learn {o.dkress one set of teachers in the immersion language, andthe other set of teachers inthe students’ frstlenueee. “Teachers in inversion programy to create a climate favourable for language learning. Much sess s placed on communication skil. Teachers use a great dea) ‘of ropetitionand gestures. Language Is presented both systematically ina logical ‘Sep-by-step manner and unsystematcaly ccoraing to what language students ant to learn so they car express whats important o them. Young children ecnerally accuire the second language quick. Bythe end ofthe ist year, they Uncerstand most of what treirteacters say and are capable of responding wellin, the inmersion language. ‘Athough immersion programmes ore successful helping students achieve ‘upetoral proneiencyin the immersion anauage, there are concerns associated with them. As the programmes, generally speaking, place greater emphasis on ‘ueney then on accuracy of langusge, certain erors can become ingrained. There Is also tendon to plateau: Language development reaches acartan evel or pateau and then slows conn greatiy a stops. There ar strategies to counter these concerns (see page 170) Goals Total ear immersion programmes aim to cupgort students in achieving * functional uency ina seoond \engvase: + dovelopmant of hoirmotner tongue on an equal level with thatof students not ‘Sudying through mmercion: * urrculum expectations ina subjects thats on an equal level wth that of ‘hidents not stucyrg through immersion, + ananoreciaton oftheir onn cultures) and the culture(s related tothe ‘immersion angusue. ‘Suggested activities Initial, teachers use lots of routine activities such as a morning circle where ‘students con speak about nnat Vey dc the night before, or over the weekend. ‘Asstucents search (or words, the each provides ther. ‘During the fst year, students lear content thats typical inthe first oar of ny rogracnme, such as the seacons ortho five senees. With the five senses one Could begin with the teacher modeling the folowing text | fove Hie smell ofroses. 1 emelf roses with my nose. love the smell of roses. Do you love the smell of 108887 ove the sel ofro=es. Once tha students have assimvleted and are able to uce thie med), Neon be expinded ove the smei/ of. (student's Onn Words). ‘Students are ikely to answer using the CLIL language forthe fist half ofthe semtenee and thet primaty langusgs forthe end ofthe sentence. The teacher then ‘casts te sentence with the new words) n the GUL areuaze end tien the stud fepeats the full sentence. Actvties wih the ve senses could include + Stucents marching parts of trie bodyto the senses (eg, nose = sme (Chapter 4: Approaching CLIL + The teacher introducing (in witing and orally) words that describe tastes, such as sweet, sourand bitter. Students name foods that match these tastes. These are listed on the board, + Workingin pairs, a blindfolded student ties to guess various foods suoh as honey, lemon or cinnamon, which have been placed in smalljars. The student ho Is observing marks the results on an observation sheet. Students switch ‘oles. (NB: To malstan the smell ofa product, fst line the jars with petroleum sell) + The teecher presents (in writing and oral) words associated with touch such as ‘sof rough and orckly. Students brainstorm objects that are soft, smooth, etc. “+ Studonts are gven a handout with labelled pictures of objects such as ‘snowman or fre, Stucerts wnte on each ofthese pictures: the word hotin red or ‘the word coldin bie. + Students are given a page dvded into litle squares containing words such as Diokle, oney, pine tree, rabit and so forth. They canbe asked questions orally lorbe given them cn paper or ead, such as: How many are soft? How many are rough? Students answe the question. fresponding in witing, they can also cut ‘ut the squares and place thom next to thelr answers. + Students cu out pictures from meiazines end place them on a table under headings such a8 sof, rough, sticky smooth and picky. + Several studonts place theirheads under a table thathas been covered with a ‘thick, dark blanket Other students observe how the pupls ofthe students who ‘were in the derk change when they come backinto the light. Observations are ‘written on the board and n students’ notebooks. 'NB: Double immersion and two-way Immersion programmes follow the same Principles and use the same sortofactities as described above, but cifferin the following ways: In doubleimmersion 3rogrammes, for example in the United States, native speakers ‘of Spanish sitin the same class as native speakers of English, About half fal Instruction takes place in Spanish and half in Engish. Due tothe high status ‘enjoyed by English, some schools have had to find new strategies to help students value end improve thet Spanish, One strategy has been to deliver 75 per cent of Instruction through Spanish and 25 per cent through English. ‘There are double Imrmersion programmes in Canada that offer part ofthe day in Hebrew and part ofthe day in French. Students also have some hours of Enis» {enguage instruction. Many students speak yet another language at-home, such as Russian, ‘Students in both of the above programmes ae, in genera, leaning the languages Involved andl acquiring subject content at age-appropriate levels on em equal evel ith stents who study through one language.(Ohapter 4: Approaching CLL, Bumps in the road to good practice in CLIL CLI enthusiasts never seem to get tired of telling the willing listener about the ‘benefits of CLIL. A considerable body of educational research attests to student ‘success in CLIL initiatives. However, forthe reader interested in starting up LIL, itis wise to have some sense of the problems others have faced with CLIL, programmes, and to learn how those problems were addressed, CLIL creates long- term expectations. Students and parents who have tasted the benefits cf CLIL. ‘usually wantto see programmes continued and often expanded, Thus, useful first step i to analyse one’s own long-term capacity and that of one's colleagues against some of the challenges others have faced with CLIL, ‘Some common potential barriers on the road to successful CLIL practice, coupled with straregies for addressing and possibly avoiding them, are listed below. 1. Grasping the concept and grappling with misconceptions ‘For many adults, CLIL is counterintuitive. It is hard for an English speaker to conceive of learning another language like German, oz for a Spanish speaker to conceive of learning Mandarin Chinese, let alone science or some other subjectin those foreign languages. In their early lives, these adults may have found language learning difficult. A major obstacle to CLILis the atitude ofthe eynical Susans ‘and doubting Thomas:s both inside and outside the education profession. After all, these people have usually come through an educational background where all, ‘subjects in the curriculum were neatly separated, and this personal experience influences their percertion of how learning should be organized. ‘Common sense seems o say that students studying ina second language cannot possibly leara the same amount of content as students studying in theirfist language. Some people are even convinced that CLIL students will fall ehind their peers academically and that their ntive-language skills will suffer, ‘In fact, CLIL students perform as well as or even outperform non-CLIL students ‘in terms of learning content. Far from interfering with content acquisition, CLIL. can actualy facilitate i, Academic results reflecting testing in a wide variety of subjects show that students generally achieve the same or better results when studying in a second language. Unexpectedly, students in CLIL programmes often ‘even outperform their peers in regular progcammes on first-language reading, writing and listening tests. This is partly because CLIL students develop meta tinguistic ewareness. This means that they are better able to compare languages and bbe more precise in their word choice and in passing on the contentof their message. ‘They learn to check whether their message was accurately received by the listener. ‘They also learn to draw out meaning from context. They become more skilled at using languages in general. Another big misconception surrounding CLIL is thats suitable only forthe ‘brightest, most academically inclined students. There are several nations from Loxembourg to Singapore thathave multilingualism as a nationally established aim and where students undergo their education in several languages, ‘Chapter: Approsching CLL ‘Weare also seeing a wide spectrum of learners benefiting from CLIL ina variety ‘of very different countries, The reaults ae excellent Research shows that average ‘Cegrade students do well in CLIL programmes. They still have a C-grade average, ‘but they learn to speak another language and gain many socio-cultural skills that will ‘enrich their professional and personal ves. CCLIL is ajustin-time approach as opposed to ajus--in-case approach. CLIL, students are not learning a language simply for the sake of language learning and ‘future use, bucare putting just-learnt language to immediate use while earning and. ‘manipulating content thats elevanto ther lives. For certain students learning, ‘content in a CLIL class can be more motivating than in regular programming. They like the hands-on and participatory nature ofthe CLIL classroom, finding learning through CLIL to be fun and challenging. In fact, CLIL appears to suit broad, range of preferred learning styles found within any classroom. However, giving people the facts about CLIL is only partof the solution. People need to be engaged in an open and frank dialogue, which allows those attending school staf meetings and home and school meetings to express their concerns. ‘Concerns are best addressed directly uring those meetings. Responding to each ‘concern with research facts ofthe kind listed above isan important practice. Inviting ‘parents whose children have been in CLIL. for year: to these meetings is also very hhelpful, even if their children go to another school. Hearing from and questioning. hhigher education expects who have studied CLIL stident performance can also help create a sense of confidence, as will being able o speak to local government education experts. These experts can refer to relevant research and give evidence ‘based insight into CLIL's potential, Furthermore, sits to schools with successful CCLIL programmes are particularly effective at consincing those who doubt CLIL's viability to reconsider their postion. 2. The shortage of CLIL teachers ‘Thisis atypical, universal problem when educational innovation outpaces teacher ‘education provision. As a programme expands from primary into middle school or secondary school, an increasing number of teachers are required. Teacher training institutions in many countries do not yet specifically prepare teachers for CLIL. “The number of individuals who speak a given CLIL language and have subject-area ‘qualifications is limited. Moreover, even if they have the prerequisite skills, not all teachers are prepared to focus on contentand language goals. A multi-faceted approach is required to address tht issue. There are often a few people in a school who speak the CLIL language. The first step isto do an audit ‘of the staff's language skis. Some people may neve: have considered the CLIL. ‘option or may be too critical in assessing their own language skills. They might simply require a language refresher course. Itisalsohelpful to encourage university students who speak the CLIL language to do their teaching practice at your school ‘This can be facilitated by developing tes with local or regional universities. ‘Thinking inthe long term, some teachers who already have relatively good skills in the CLIL language may consider doing a teacherexchange. This could allow a(Chapter: Apprcaching CLL, 22 ‘native speaker of the CLIL language to come to your school and for your colleague to goabroad and develop his or her language skils. [tis also important to involve [ocal authorities and universities so that they understand furare staffing needs and so that they can support you. National organizations that represent teachers or head teachers/prineipals can lobby for increased training or for policies and funding that support CLIL programme implementation. "Networking is important. Teachers who speak the CLIL language are likely 0 know other bilingual people in the profession. Because CLIL programmes require considerable teamwork, and because they constitute a professional callenge, CLI. Schools can become magnets for like-minded teachers who want to ry something ‘The staffing issue isnot only tied to finding suitable teachers, bt to keeping therm. ‘Teachers need training and support for programme implementation. These issues are addressed under the following points 3. Greater workload for teachers; shortage of materials ‘Teaching in CLIL requires more preparation time and greater co-operation among. teachers. Itakes a conscious effort set content, language end learning skills ‘goals for every lesson and to develop activities that involve a maximum number of students ata given time, Since off-the-shelf CLIL materials are in short supply, teachers often spend considerable time developing and/or adapting existing Jearning resources. Italso takes time to arrange contact and communication with speakers of the CLIL language. Moreover, as well as all ofthe above, student Snterests need to be assessed and taken into account, and, with younger learners, co ‘operation with parents increased, Some people are not prepared to invest the time required for preparation and follow-up. As teachers become adeptat co-operating in the delivery of CLIL. programming, they actually find that his co-operation can relieve stress, save time and bring considerable personal and professional rewards, Afterall there is 19 need to reinvent the wheel when reciprocal relationships have been established ‘and experience can be readily shared. Moreover, co-operation among teachers will contribute to improved student earning, However, the outset, the task of working. {na coordinated manner can be overwhelming, School leaders have a particular role to play here, by setting aside time for and embedding co-operation into the school ethos. ‘With CLIL modules or programmes that begin in late primary, secondary of vocational schools, finding appropriate materials is a particular challenge. The Janguage input needs to be simple enough and presented in a reader-feiendly _manner sos to facilitate comprehension, while at the same time beingsufficiently ‘content-rich and cognitively challenging to capture students" interest. This book provides ideas on how to adapt materials intended for native speakers, and includes sample materials, (Chapter 4: Approsching CLL 4, School administrators understanding the implications of CLIL programming CCLIL programmes that admit students based on marks or testing often take the high achevers. Ifa programme is made up of the school's strongest students itis, likely to be viewed as elitist and cause resentment. Since seseaicl cleadly skows that CCLIL issuitable for students of varying levels of ability itis suggested thacentry to the programme be granted on a first come, frst served basis. In some countries ddemandoutstrips availabilty and a lottery system is used. Students and/orparents are also made aware ofthe long-term nature of committing to CLIL. ‘Head teachers or other administrators may not speak the CLIL language and ‘may notfeel equipped to support teachers. Consequently, itis important for administrators to become versed in CLIL methodology. It would also be advisable for the administrators to learn at east, the basics of the CLIL. language. From a management perspective, there are several strategic implications associated \with implementing CLIL programmes that are worthy of consideration. New programmes are initially likely to receive additional arention and resources, which ccan ead 0 jealousy and tension within a school. Large budgets for CLIL may do moreharm than good, as they create resentment. The CLIL programme and the standard programme are deserving of equal attention. Official vistors the school need to visit both CLIL and standaed classes. Achievements af students and teachersin both programmes need to be highlighted. All anguages used toteach in aaschool are deserving of high status. Since CLIL teachers ususlly have a heavier workload atthe start ofthe programme ‘than regular teachers, head teachers need to find ways to support them, For ‘example, head teachers can timetable preparation periods so that several CLIL. teachers are free at the same time. A head teacher can on occasion take students from three or four classes and show them a film and lead a follow-up discussion, ‘thus freeing up theee or four CLIL and non-CLIL teachers for a lengthy panning session. Moreover, itis important to ensure that CLIL teachers have spaceto meet. ‘Sometimes schools with CLIL programmes face # two-schools-in-one ‘phenomenon, where the CLIL teachers and the regular programme teachers form ewe separate teams that are notin the habit of co-operating. Cross-curricular projects based on themes uch asthe environment or Independence Day can foster co-operation. When CLIL teachers and non-CLIL teachers co-operate, net only do they help avoid the two-schools-in-one phenomenon, but they are better placed 1 entich their own professional lives and to build abetter learning envizoanent for students. Above all itis important for school managers to model, suppart and ‘manage co-operation.Chapter 4: Aperoaching chit View from 1 the field bumpy start ‘After leaming about CLIL, our English department ‘wanted to plot 2 CLIL programme. We explained the concept tothe entire staff and tried to identity Interested teachors. “The reactions trom the staff were varied, Some of ‘them were very interested, othors referred tt 2 “solence-letion’ and there were even people who laughed out loud Taking nto account that in our school, part ofthe programme is taught in Valencian ‘nd part in Spanish, some poople’s noxatve reactions wore surpilsing. Nevertheless, we decided to forge ahead. We had four teachers whoso English was good enouen toteach through English, and who wanted to participate. One taught heating and cooling, ene maths, one technology and another Spanish. We paired each teacher with an English teacher who was to help with language. Teaehers prepared and ‘olivored a sample lesson, Tho sample lessons ‘went wall However, in the ong torm the resutts and feelings about the expertence ciftered greatly. ‘The cooling and heating teacher was eager to carry Outhis CLIL lesson. He taught a group of seventoon ‘0 eightoon year olds about removable enersies sing a compater prasentatlon. Most ofthe students ‘ould follow the lesson, which was taught entirely Jn English, and were satlsfod withthe experience. “The teacher wanted to continue to teach in English. Infact, his idea was to start tho noxt yoar with a ‘whole group whose subjects would ail be taught In English Thore were several problems with ths id {twas dificult to find enough qualifod toachers ‘who wore wiling to take this on. There was also 2 shortage of teaching matotlals ana there were some certification issues, The texcherin question ‘was not cortifiod to teach senior students, As for the shortage of teaching materias, this teacher folt the could do rough translations from Spanish, My English department colleagues and | elt that rough translations would not be of suitent quality. Wo falt thatthe writton materiale for CLIL classes had ‘tobe accurate and use hlgh-qualty language. The ‘teacher was tempted to drop out of the CLL working ‘r0up, but Inthe ond, he decided to stay. He hes ecome one of the most active members ofthe team ‘and his studnts are doing well. Things did nt go so well with the Spanish teacher, who was to teach theatre arts in English. Upon further reflection, my English department colleagues ‘nd | realized that we could only properly prepare the ‘materials for one course for tho upcoming year. Wo Hked technology. Tho Spanish teacher was very ‘dsappolnted and dropped out ofthe CLIL team. ‘The technology course was taught In English by ‘our technology teacher and 2 mathe teacher. The ‘maths teacher felt comfortable teaching technology spite tho fact that It was not he area of expertise, Both teachers are ery satisfied withthe experience ‘and want to continue. They fool that student results are good. Yeaching materials continue to ‘bea concern. The teachers would like to translate materials. However, they do not fully grasp the, chatlonges of producing quality translations. 1m genoral, one could say thatthe certification esis has been the single greatest problem. initially, ‘Wo didnot fully understand what the regulations permitted us to door not to do. Moreover, our region Isoficially bilingual and we nceded to be earetul not ‘te ntorfore with the toaching and leaming ofthe two, oficla anguages - Valencian and Spanish. Finally, would keto add thatit seome that ‘tho English teachers have had to take on alot ‘ofresponsibility. We have helped to propare ‘materials and have coordinated the programme Implementation with other staff, Someone needs to take the ead Inconclusion,Ithas bean alot of hard work, but we stil feol that ithas eon worth doing. The teachers Inthe CLIL team felt hax been professionally ‘rewarding, The muttidisciplinery team thet was created has become e model or others the eiook ‘Theres no shartage of CLL students as thoy all ‘seem convinced that CLIL will ive thom an edge In he labour market. Olga Paricio Font, secondary schoo! teacher, astol6n, Spain Ls ©) Getting ready for CLIL ‘This chapeer introduces the core features of CLIL methodology. Many of the fearures are not ust specific to CLIL, but are part of basic best practice in education. Even so, all need to be taken into account during the planning and delivery of CLIL lessons. Itis precisely the integration of many of these features into the average lesson, and all of these features into one’s teaching repertoire, ‘which presents a challenge to teechers. Italso assumes thata significant effort be made in terms of planning and coordination with colleagues. Orientating towards CLIL Hollywood comes closest to portraying excellence in teaching when the character of John Keating, played by Robin Williams in Dead Poets Society, gets his stadents to stand on their deaks 30 they can sce the world froma new angle. Shifting ‘perspectives is helpful in stimulating creative and critical thinking. If this film had ‘been a showpiece for CLIL methodology, the standing-on-the-desk assignment ‘would have included specific content and language goals. The students would have ‘been given a greater opportunity to speak und write about what they observed, ‘to share observations with one another, to explore how different perspectives affect their own lives and comrmanities and to learn how to help people develop 2 ‘common perspective. The students would have summed up what they earntand, how the learning took place, and would have decided what to do with their new- found knowledge.Chapter 2: Going ready for CLL ‘To help structure this type of discussion and analysis, CLIL students would have bbeen provided with words and phrases in the target lenguage. Some of this anguage ‘may have been posted on the board or on the walls. Scudents having trouble finding the appropriate vocabulary to express themselves would have immediately received itorally from the teacher. The teacher may also have added itto the board. Of ‘course, watching the CLIL. class would not heve made for gripping cinemacr filled seats atthe local multiplex. However, the viewer would have seen students scively engaged in a deep and enriching educational experience. ‘More recently films have shown a more mukifaceted view of education, The French film fm et oir portrays a teacher in a one-class school navigating his _pupils towards becoming independent learners who can work respectfully in co ‘operation with others.,The German film Riythm Is It! You Can ChangeYour Life ‘na Dance Class documents how by creating an enriching learning environment, students can be empowered to overcome peer pressure and gain the confidence to take charge oftheir own learning and live Each of these films focuses on creating ‘meaningful connections between the learners’ lives and the content being taught in school. These young people actively co-construct their understanding and learning, Thisis the essence of CLIL, ‘We do not earn to play football or the piano without kicking a ball, without placing ‘our fingers on the keyboard. New footbal or piano skills are acquired by working ‘and practising with others. Independent warkis also pert ofthe earning process, ‘but co-operation takes us even further. Learning a language isno different. also ‘requires personal enagagement with the lesrning process, as well as extended ‘opportunites for students to use the language. {tis widely acknowledged that young children usually acquire their first (or second, ‘or third) language effordessly and rapidly. One overwhelming feature of CLIL is + partially replicate the conditions to which infants are exposed when leerning. their frstlanguage. CLIL sets out o expand the student's learning capacityby ‘tuning into the natural way the child learnthis or her frst lenguage. A young child's _ environmentis full of resources that the child learns to use as tools. Childrer learn ‘ouse language, and use language to learn. ‘Thus, the natural ways a child learns his or her firstlanguage can be used tolearn ‘other languages. A CLIL environment can unleash a child's languege-learning. potential by providing rich input, and opportunites for rich intake and ouepus ‘However, notall input becomes inzake. And if there is limited intake then there will ‘be equally limited opportunities for output. Learning willbe hindered, ‘In Nicaragua, deaf children were isolated, in large part from one another until a government education reform in 1979, Schools for the deaf were created where ‘these children were drilled in lip-reading and speech, The results were dismal Yet, ‘each child found his or her own way to communicate through signing. The scents ‘began to create ther own sign language. As very young children joined the school, ‘they instinctively systematized the signing. Theie signing was more iuid and. concise. They introduced grammar tothe signing. A new language was born, (Chapter 2: Getting ready for CLL ‘The deat children in Nicarauga were not prepared to waitunti they learnt to ip read. They wented to communicate in the here and now about what was important 1 them, and found a way to do just that. CLIL students also want to enjoy the benefits of learning right away: Thus, CLIL seeks to provide ‘just-in-time’ language so that students cen immediately enjoy the payoff of actively working with their peers. The payoffs being able to use newly presented content and language to ‘create something meaningful in the here and now. What is and isn't unique about CLIL? Although CLIL does involve anew approach and ‘a certain degree of change, t can easily t into the Notagalnt parameters established by the national or regional _& Is someone expecting metothrow autwhat curriculum, Moreover, CLIL cannot be separated from staxdard good practice in education. CLIL hhasworked welifor me, isa valued-added, as opposed to a subtractive, ‘andy stuaones? approach that seeks to enrich the learning ‘Az Absolutely ntl envionment. "The CLIL approach encourages teachers to keep using their favourite strategies ‘and to apply standard best practice in education. However, it does require an understending of those strategies thar are essential for CLIL, such as heving a three- ‘way focus on content, language and learning skills. Thus, CLL is morelikely 0 ‘require « modification, as opposed to a major change, in daily classroom practice. [Most strategies that are essential for CLIL can also be considered good practice in ‘education. Its the need to take simultaneously into account standard good practice {in education and teachingllearning strategies unique to CLIL. that can he difficult for teacters. ‘When changing the language of instruction, some content (eg, maths, scence, art) ‘teachers ind it difficult to supportlanguage earning. Some language tachers find itequally difficult to imagine content teachers, not trained in languages, being able ‘tp suppert good practice in language learning. Language teachers sometimes find it lifficultto support the learning of maths, science or other content subjects in their Janguage clases. Co-operation and skills exchange among language and content teachers thus hecomes an important strategy for implementing CLIL. This requires the timeand the wil to agree collectively on common teaching strategies and studentlearning activities. ‘Stepping outside one’s comfort zone into partly uncharted territory isin essential step in the CLIL. journey. Interdsciplinary fusion is part ofthis journcy.This book provides a host of strategies for addressing these challenges. Essential elements ‘of good practice in CLIL and in education in general are listed on page 29. Fused ‘together, these strategies support the successful delivery of CLIL lessons. 2(Chopior2-Gottineready fori View from the field ‘hod to change my methods of instruction .. ‘nad wanted for come years to teach muste or ‘musical toplcs In Engish. Students wereintorested. Some patents asked for CLIL, but my headmaster and some colleagues weren't convincod, Since we already strongly supported the learning of foreign languaxos by having all cur students take Internationally recognized foregn language exams, they did't think CLIL woul make a substantia adattional contribution. explained that CLI teaching and learning was ‘more than marketing or gimmickry -thet It provided ‘students and the school with an experience that realy opened doors and inspired students, ‘Then got a chance to got started. felt had sufficient language sill, lots of experience ‘tenching, and my students were eager to begin, But iy frst few lessons didn't go so wel, Tho students ‘were happy, the learning goals were achieved, but {knew that someting wos not quite right and twas about me found myo talldng far mote than {usually would have done in German = more ‘monologue, less interaction. Why was | talking 30 much? Was tthe stress of starting something 50 ‘ferent? Whon | toach in Gormen | know that can wing it~ get on and off the train of thought 0 ‘to speak but not in English so maybe this mada fe les versatile, oss mycott. {nad given co mueh ‘attention to the language, | had forgotten to think ‘through the activities and the methodologies. ‘That was when | realized that changing the language of instruction means changing to some extent the methods of instruction, Erwin Nigg, musie tezcher, Switzetans positive foundation for language learning We faved a long-standing problem with Engish language teaching In our school, We hed good. ‘teachers, mateials and even equipment, but the Ieaming outcomes remained éismat. English was, foreign language, somothing scary. 28 ‘Then, one of our regional language experts suggested that we run 20 hours of activity based ‘Yanguago showers’ before starting our regular Engish language classes. A group of teachers vyoluntocred, even though some of them were very worried about thelr language sills. We formed a ‘team and decided to use a blend of Thal and Engh for a modulo on water. We combined language and content objectives, but fr the children It was a ‘project not language or subject learning. And torolnforce why we were doing itn English, we rama very imple project witha schoo! In Sweden, ‘exchanging Information through emall. ur main objective was tobull seltconfence, groupworke shills]and show Row English was a tool for entering wider world. Once they got started with the ‘otitis thoy stopped worrying about the language, ‘concentrating instead on contont and process. ‘The result? Wel, we will do It again. We think we succeeded in laying apositive foundation for English language learning, and we aso really enjoyed this project based teacher teamwork. We all soemed to ‘become winnors, learers and teachers alk. Punnee Buato, English supervisor, Thalland Reminder: students aren't native speakers ‘We really forget too often that our CLIL students are learning na second langage, Feeney ls something ‘wo almost take for granted with our students who havea good/very good/excelint ability to speak ‘the target language (English Inmy case). Many ‘times, you are almost ‘charmed! by their accents and slight erore, so much so, that you forget that itis yourJob to help thom a= much as posable with ‘te language. When you grade the writing, however, youtare sometimes overwhelmed by th errors you ‘ee. Deciphering thelr text can be an arduous task. You always have to consider the objective ofthe assignment when grading these places of work and YoU muct forco yourself to reconsider the culture! ‘context in which you find yourset as an educator {and as an asiministrator). My staff and have to ‘eguiarly romind oursolves not to treat our CLIL students as we would natlve speakers, Andrew Fredhideen, teacher and CLIL programme: manager, Qatar (Chapter 2: Getting esc for LIL Core features of CLIL methodology ‘Multiple focus + supporting language earning in content classes ‘+ supporting content learning in language classes + integrating several subjects + organizing learning through cross-curriculae themes and projects + supporting reflection on the learning process Safe and enriching learning environment + using routine activities and discourse + displaying language and content throughout the classroom + building student confidence to experiment with language and content + using classroom learning centres * guiding access to authentic learning materials and environments + increasing student language awareness Authenticity + letting the students ask for the language help they need + maximizing the accommodation of student interests + making a regular connection between learning and the students’ lives + connecting with other speakers ofthe CLIL language ‘+ using current materials from the media and other sources Active learning + students communicating more than the teacher + students help set content, language and learning skils outcomes + students evaluate progress in achieving learning outcomes * favouring peer co-operative work * negotiating the meaning of language and content with students *+ teachers acting as faciltarors Scaffolding + building om a student's existing knowledge, skills, attitudes, interests and experience ‘+ repackaging information in user-friendly ways + responding to different learning styles + fostering creative and critical thinking + challenging students to take another step forward and notjust coastin comfortChapter 2: Getting ready for CLL Co-vperation *+ planning courses/lessons/themes in co-operation with CLIL and non-CLIL. teachers * involving parents in earning about CLIL and haw to support students * involving the local community, authorities and employers What drives the 30 core features? ‘Thinking drives the teaching/learning process. The more powerful the thinking, the greater the learning. CLIL is no exception: good CLIL practice is driven by ‘Thinking (cognition) is the mental faculty of knowing, which inckades: + perceiving; + recognizing; + judging; + reasoning; + conceiving; " + imagining, Analysing facts and figures as well as differing perspectives and understandings, imagining where one wants tobe, articulating and conceiving plans, assessing oF judging progress in meeting planned outcomes and thinking about the learning process areal help techniqosin supporting cognitive developmentand learning. (CLIL supports the holistic development of learners Its ultimate goals to guide students towards becoming capable end motivated, bilingual or multilingual independent learners who: I * ain needed content and language knowledge and skills \ * actively sekand successfully make use of opportunites for communication with other speakers ofthe CLIL language, In CLIL, the primary focusis on substance (content) as opposed to form. Patroting | language patterns and memorizing vocabulary or fcts in any subject area are unlikely to contribute to their ong-term application, In order to acquire new know ledge and skills, people usually need not only to access new information, but also to connect that information with their own existing knowledge, skill and atcudes, ‘Moreover, as meaning-making’s both a personal anda social process (community), new knowledge and skill develop through personal as wellas co-operative reflection/analysis (cognition) and through a communicative process (Communication), Long-term retention also usually requires that we experience t= application of new knowledge and the use of related skills in a meaningful context Finally discussion and reflection, and the drawing of conclusions related tothe ¢xpesieneeatoiated withthe aplication ofnew knowledge and sls helps to cementlearning. (Chapter 2: Getting ready for CL Inits most reduced state, the folowing principles can be said to drive the CLIL, model: cognition —\ community / content /communtation ate ‘These principles can serve asa reference point for lesson planning, The following are examples of how these four principles, which contribute to successful outcomes, can be found in a CLIL lesson, ‘cognition ‘antent, language and learning skls ostoomes are articulated in co-operation with students leaming builds ona student's existing noweedge, sls, atitudes, interests and experience sens analyse achievement of learring ovicomes independently with other students and with the ‘teacher, and work to set new outcomes students syrthesize, evaluate and appy knowledge and skis acquired n several subjects ‘community Content ‘Communication ‘Fudonstoe!thatbeing -—--cartentisdleatyinedto ———- students atvtyuse -mamibers of a learning ‘ths community within and ‘the right to participate ccarmanty is enihing tsi the classroom Insctivties and ~ mugen havete soe + students app ne communiaten nthe eitdono and skis to eaten and develop tfassroom andin the workwinine goupandthe _reatedskile trun community Jocalconmniy, delancing experi acttios + cask placement, splays tmsona terest ith + ements suostertie fon clessroom walls an those af thes wot beng over etni theravalabie resources + taathore stuconta (ond + cantentRomvarious ‘suppor teaming and patents employe ts) subjects is ntgrtee éommuniaton ‘xeparnersimeciaton = ctualcortotis + students andteachere + ments con deine their inegrats into al subjects coconsirict and negotiate Topwinn ge classroom, meaning “theloal ante gona. + language communication content silisare developed a ‘Subjects:(Chapter 2: Getting ready for CLL How does CLIL work for students? ‘Tam ...a cucumber; said one of our colleague's English-speaking students in ‘French toa farmer in a small market square in France. The student was on an ‘exchange programme. ‘Well you're the first talking cucumber Pve met in 20 years of farming? quipped the farmer, huskly. Seeing the blanklook on the youngster's face, the farmer asked slowly in French, ‘So, you want a cucumber?” And the student answered, "Yes, Lwanca cucumber, please.’ ‘The student must have done ‘an instant replay ofthe scene in his head ashe repeated outloud in Feench ‘am cucumber’ and, suddenly laughing, went on to say ‘no,no santa cucumber’ ‘The farmer laughed too. small dialogue ensued about the exchange programme ‘and despite, or rather thanks to, the mistake, the student and the farmer had a ‘meaningful dialogue. The English-speaking student was clearly happy to have ‘been able ro make use of his French. LIL classes work o creat life experiences and at the same time to tap into the {innate language learning ability we all had as young children and adolescents. In (CLIL. classes, communication and learning take place ina student’s second* (or third, or even fourth) language. Ina systematic manner, teachers begin to provide students with second-language discourse patterns and vocabulary, while also teaching content and guiding students towards accomplishing concrete tasks. Although the building blocks of language are provided systematically teachers also respond to a student's immediate linguistic needs as they arise. When a student ‘wants to say something that is important to him or her, but acks the needed word or expression itis given to him orherrightaway: Within afew months of starting ‘the programme, students are usually able to use the CLIL language for almost ell classroom communication. ‘The language learning, which is certainly not considered incidental by parents or teachers, in many ways is incidental tothe students, They are above all interested in the subject content, not the vocabulary and mechanics of the CLIL language. For students, language is a means to an end. Yet the teacher always needs to be aware ‘of language. Justlike the French farmer who realized he had to adjust his speed of delivery and simplify his use of language, so CLIL teachers adjust their language. Initially, teachers often speak slowiy and use plenty of repetition, demonstrations, -visuals and reali, Later, teachers speak ata mare natural pace and encourage peer co-operative and independent learning. They work o create a climate tha fosters continuous language growth. However, paradoxically, more language s learnt ‘hen the focus on direct language teaching is reduced and the content teaching is ‘increased. By guiding students through experiments or activities that relate direct) to theirlives and communities, and by focusing on the learning of content while providing language support, anguage learning is actually maximized. +* For the purposes of simplicity, we will refer to the CLIL language as the second language. (Chapter 2: Getting for CUL What about me? What do | do for a 60-minute lesson? ‘Atypical esson plan could include the following: * holding e werm-upciscussion or playing a game that somehow connects withthe topic ive minutes) + discussing language, content and tearing sls outcomes with students (three ‘ofve minutos) + finding cut what the students already know, guiding them In organizing that information end helping them articulate what else they wantto learn about the ‘opi (eight toten minutes) ~ ‘having students incvidualy read a short text looking for speci information {five minutes) + doing peer co-operative work to compare results from the reading, and Using information to oreate something new such as a plan or list of recommendations (ffteen minutes) + asking two or three questions of he entre class that encourage students to ‘think iically/eonstructively about how they could improve the end result of ‘heir groupwork (content and language) (five minutes) “presenting one group's outcome and having other groups contest or add to the information presented, and agreeing on one class outcome (ten minutes) + reviewing the lesson’s learning outcomes, deciding the extent to which, ‘outcomes were achieved and deciding onthe next steps (three to five minutes) ‘The learning materials used in CLIL classes are often from current sources such as newspaper articles, books, brochures, web pages or blogs. Students are supported in using these materials. The texts are adapted by cutting information into manageable chunks and adding synonyms or a glossary. Often visual or textual ‘organizers aze provided so students can see or read a summary of what they will be working through, ‘We have mostly looked at the zohy of CLIL. The rest ofthis bookis all about the ‘what when, where and how of CLIL.Starting CLIL in the Classroom ‘This chapter translates CLIL methodology into classcoom practice. It proposes activities for the first week:in a CLIL classrocm at the primary, secondary and ‘vocational levels. The lessons are based on the core features ofthe CLIL method and the guiding principles of CLIL described in Chapter 2,This chapter includes the textual materials for use in class, an analysis of the logic behind the proposed activities and some views from the field, How does the CLIL methodology translate into classroom Practice? Aweek in the life of a primary school CLIL teacher — getting started ‘The folowing is an overview of activities teachers can use in year one during the first week of school atthe start of a CLIL programme. Many of these ideas ‘originally come from CLIL educators Oiga Lite and Lynda Boynton. Chapter 3: Starting CLILIn the classroom Itis assumed thatthe majority of students entering school have very litle or a0 prior knowledge ofthe CLIL language. Although the activities described below \would il the entie school day fora week in high-intensity CLIL-programme, ‘they can also be used overa numberof weeks fr & low-intensity programme. Although students are encouraged to use the CETL language fom the outst ofthe first lesson, they wlloftenanswer questions in their frst language. Tiss natura and should notbe discouraged. The teacher can recastthe student's answerin the CLIT language. Als, providing praise to students for even auempting to respond inthe CLIL language willencourage them to startusing the language. “The length of the activities delivered during CLT lessons may need to be modified. ‘Atthe start ofa CLIL programme students learning ina second language may ‘become tired more quickly than students studying in their fistlanguoge. Their attention span may be limited, as CLIL students need not only to concentrate on the coatent, but on understanding the language aswell Yes, butt What about immigrant children who do not speak the national or regional language? Should they avoid CLL? ‘A: CLIL actualy helps tolevel the playing feld as all children usually begin CLIL classes without ary prior nowledg ofthe new target language. een 3 Taking lea sould he rowerded ‘eamers need tobe rewarded nt ony for the field boing right, but for being close to Het, a8 ‘they work towards the ‘standard Learnors ‘must bo able to take risks anc to mako tmlstakes as they attempt new language ‘structures. We must expect and aceopt approximations. ‘Yves Desrochiers, CLL teacher‘Choptor3: Starting CLL nthe claceroom (Chapter 3 Starting CLILinthe classroom Week one learning outcomes for students The way . 7 The capetelp create a sense of esa, bngs students tgethr ins fay est oa = ‘like, familtar setting and reinforces a sense of group. en ee: feeen me aaree al Tae aaa (also has acamingeftct tion canbe used wen chikren need receusing ‘given In the CLIL language about the ‘school, such as the nurse's: expectations based on jptlowmleins Gite ofthowoak, the monthst _andheadteashereoffes,__lasroom routes and. te weather clus numbers the tele endthe _ from one o ten, clothing and about ‘gymnasium through mix. Calendar (morning circle continued) tow tnycantostholandtow—_andiatohexlses, Princ to asa calendar wth empty square propre ea, this iat theirparents went towork (responses —- students conduct ‘Number cards (1-31) are prepared, as are cards with the names of the days of the \wotenbelntnermitertrgio themes ote) vweekand the names ofeach month. There areas cards with dna numbers (1 rsiaidesemewordsinthe GUL - ueacatndarior ie {031° ‘These are poted onthe wal in anor fashion in spurte groups nex tiene) rented oe toeechothe + renpend to questions orisrctons ances sun “The rudents ae asked topic he daysf the meek on th calender You pont to ‘by matching pletures with printed yesterday, today and each day of the week and have students repeat the name several times. The students teres mere to place the number forthe fis day of school on he caendes eee ee Cu « Studens ete tie oun ‘Students are asked to repeat the names of the days of the week several times. At the ep took about ctu end aoe he printed word The teach ge ceiealer same inet teacher points othe printed word: The echer continue Tedayis Monde (ocintingtotbeday) irst cont ‘Yesterday twas Sunday. (pointing to the day) ~ ff Partnone First contact ra i a “| coanmon | ‘You are at the door of the classroom and greet each arriving student in the CLIL. ‘Tomorroes is Tuesday. (pointing to the day) + tlohing sks | Innguage You se simple one- or two-word geen sucha hl oc ood morning. Taday ith frofSetomber 2008, SOT ate ‘You are wearing a name tag. ‘Yesterday was the 31% of August 2008. commumesanon | ' Tamorroesis the 24 of September 2008. Site Setting the stage: the morning circle i ‘There aug ora carpeted area thats large enough to allow the entire clas 1 sit on the floor in a circle or ina series of semicircles. Bach studentis asked to look forhis orher name tag. There are several books on the carpet. These are picture ‘books that might also contain a small amount of text. These boois will help hold the interest ofthe students as their classmates arrive. The books help reinforce the image of school as an interesting place. Today is Monday, te frst of September 2008. COMMIT nree Yesterday tas Sunday, the 31% of August 2008. _| * ttroming oat ay? Tomorrow is Tuesday, the 2" of Saptember 2008, &\ SR ‘You ask questions related tothe calendar and initially answer them yourself. Pointing to the calendar can help learners to understand the concepts of yesterday, today and romorrou. Then the entre class is asked the same question one by one: Namesand first phrases (morning cirele continued) Whats? ‘When everyone has ave andthe dy bas ofcily begun, you inodce youre es a reo Fantogt yourol'goa oy My name sce Then pening teacet yon ips dy ears say: What is your name? You will need to repeat My name is xxx. and What is your What was the date yesterday? rama? vel ines This queso shed fac stdent As cmfrteor caer tence: "you encourage each student to answer the question using the full sentence being ‘modelled: My name is xx. After itis clear that the students understand how to answer, you encourage them to look atthe next studentin the citeleand ask the ‘question in unison. After receiving the answer, the students wil also be encouraged! 10 ay hello to each student and repeat his or her name, ‘This becomes the morning routine on every single day for the rest of the school year. Students will gain a sense of security from being able to ccunt on how ‘oir day starts. Thie routine aleo provides ceadants with an oppoztunity to foo! successful. As students" comfort levels rise, they should be ableto ask the questions 7(Chapter 3: Starting CLILin the classroom ‘and run the activity themselves, Students can also learn to answer questions in pairs and groups. This will help them adjust to working in groups and pairs, As the week progresses, itis helpful to write on the calendar something special that happened yesterday such as a big storm, receiving the nurse in clas, visiting the head teacher’ office or the name ofa book read, ‘The weather (morning circle continued) ‘You either cutpictures out of magazines, print pictures from the Internet or make acconmadatig stunt Theshrit loc, esses + ulding student sonidence ——_ntwests The pencils yell + usingloamingeantres + ecanestineearting andthe ‘The aew words are printed on the board and students are asked to daw the. jeer eee sndintne words Sartgcuingsadent en) ese csewsomehes Gene mseaemuro in the room: ¥s eer good Natasha. The dooris elem. Keep giving them more pe sec vor pnne learning (ea Reotekesess ent bien Jangeage.By the end ofthe week, exch stadent can have made his orher own book 49288 usingrutine ‘ronhin ancuage + ushg eurent matorais about colour. Bach page would consist ofa drawing with textat thebottom, such as evinitles ‘The shri rd.ot My shirtisred. The tile page would have the student’snazme on it = ‘The bookis a good example of how art and language are integrated. ‘etve\eeraine soe ae Ending the di + stucertsconmuniesing more = bulldingonastuaert's + piannnglessons in eas ‘Panthe teachor ‘xstingknowiedge skits, cooperation wth GUL and Bring the learners backinto the circle. Review afew of the things you did during | Ely lp eetleaning atitudes, interests ard ‘on CUit teachers ‘the diy, making certain thatthe students feel successful. Tell them how you feel Beencs peers + invoing parents ‘Askithem how they fel, modeling three possible answers wth a happy face,asad | |e) siugertsevelete progressin + repeciagrelniormetionn _-_imtingtheleel community face oraso-so neutralface. Sey goodbye to them on an individual basis using thet || pgagnglaarning oceres usertrienay ways andautnories ae singpeeresoperstne - responding todifferent ' : learning styles “negotiating meaning + teachers acting as facilitators + rostering ereative ancora thinking + challenging students to take another step forward as(Chapter: Starting CULin the classroom Guiding principles focused on during week one ‘coaNTION + content. language and learning skills outoomes are articulated in cooperation with students + earning bids on 2 student's existing knowledge, shils attitudes, itorestsahdexrererce + stugonts analyse achievement of learning outcomes independently, with other students and withthe teacher, and workto set new outcomes, ! + -sludents can synthesize, evaluate and apply knowledge ond skis acquired in several subjects ‘commonity Content ‘Communication + students fe! that being «contents cinaiinked othe + students actvoly use the mmemoars of loaning communitywithinandoutside right to participate in comunity is enriching tmeeassc07 ett and commun + students have the set + stuserts apply new eontent tation, nthe clascroom | confidence ard skis to sre developretaie Sits and inthe corny ‘worwihina grounandtne _thvoughexperleal actives ~ desk placement, srayson | local communty.belencire + contents substantive classroom vals and other ) ‘etsonal interests with nthout being overwneking ‘avaiable resources support tose ofoihers| + comtent{tomyerous subjee’s leaning anc communication + parents, teechets and is ntegrated + stidentssnd teachersco students orepernersin + tra contents integrated construct ad negotiate cucaton into a subjects meaning + “students can denne ther + Jangeee/cornmurication | ‘ote thin heclassroom, sis are develonedin al | ‘he local context ar the subjets ‘obal context Aweek in the life of a secondary school CLIL teacher getting started With secondary school CLIL programmes, students usually self-select, thats to say, they make the decision to join the CLIL programme themselves.,They are likely tohave a strong basis in the CLIL language, but could not be considered fluent. ‘These students have usually had good grades in second-language classes, Students ‘who have participated in a CLIL project or language camp, or who have travelled ‘oan ares where the CLIL language is spoken, wll havea clearer sense of what to expect. Its possible chat many of the students coming together in a CLIL class will not ‘know each other. Taking the first class to get toknow one another and to give information to students about how the class wil proceed and what the students cat expect will help establish a positive work culture and lessen anxiety. Students are usually most concerned about whether their grades will suffer and whether they wil beable to cope with learning ina second language. (chapter 3 StartingCUIL inthe classroom TION \ seule teltats nays MUNITY ‘ull sons of gow ‘We propose that the fst CLIL clas take place cutsde the classroom, pechaps ina thea arts room, gymnasium orn another lrge space The new miicu sets the oneforanew experienceand | provides the space for playing name games that | * asian mation require movernent and for siting in a circle. The —_" sim ofthe fist cast isto have some fin, ower stress | coumumaTiON lees geto know on note, roid infomaton | * pyc anda give students en opportunity to discuss ome comme) oftheir conceras regarding the CLIL cas. tis suggested thatthe geing-o-know-you exercises be conducted in the CLML Jnguage and thatthe discussion be held inthe students mother tongue. If there sre other teachers the CLIL team, it would be good fone ort of them could join in thirst class. This will help demonstrate thatyou ae operating as a team and that students will benefit fom all your support. Moreover, his intl ‘meeting wil equze up to two hours. necessary, this istclass could ake place ‘outside the framework ofthe normal schoo! day. Yu could acces extra time by extending the day or combining classe. Getting to know one another ‘Several options are suggested: ‘Name game # 1: Students and teachers sit in a circle. Pick someone in the circle ‘and have that student say his or her name. The second student sitting to the right of the first student who named him- or herselfrepeats the first student’s name and says his or her name. The third student repeats the firstand second students’ names ‘and says his or her own name. This continues until the last person in the circle repeats all the names inthe group and his or her own name. ‘Name game #2: A variation on this name gume is having each person say his ‘orher name, together with a word inthe CLIL language that starts with the ‘same sound as his or her name. For example: zany Zelda, honey Hubert or Hubert ‘honey, computer Cathy, Catky computer or Cathy quadrangle This isa good way of repeating names, bringing in vocabulary and having fun, ‘Mixer activity #1: Find someone who. “Make up a handout containing, among others, the following: Find someone who speaks another language at home; who spends at last one hour a weokin a chatroom; ‘those favourite football eam is Real Madrids ‘who wants to bea rock tar; who i taking acting lessons; who has seen an extinct volcano first hand. ‘Ask tudents to skim the handout for unfamiliar words. Ask a few questions to make ‘certain that they understand some of the more difficult expressions such as seen an aChapter: Staring CLILIn the classroom ‘onguage extinct eleano frst hand, Give them the following instructions 1) Wilk around he room and atk questions find someane who wants tobe a rock tas who has oes an extinct woleano first hand et 2) Write the name ofthe person who say eso your question on the appropriate line 3) You dhe itroiawer can ony write each interviewee’ nameon the handout 4) You have tn minutes, Hiavea few students mode! how they would ask the question and then have everyone ‘begin, Only if need be,a competitive element can be added to see who can getthe handout filed in fist. If students are actively engaged you may wish to give them. ‘exra time to do the exercise (Once the exercise has been completed, have students sit down ina circle and ask: Did anybody fn someone who wants tobe arock store. Te debrief can turn nto & free-flowing, fun conversation. Yuka uillyou give us free ike to your concerts when ‘you ar playing in tun? Discussion (using the first language) Ler the students know your planned outcomes forthe discussion: + everyone has raised their concerns about the CLIL. class(es)s ane goa ettng + allquestions have received a response; comaninry + we have in place an agreementon how to proceed, ‘Students should be asked if they agree with these outcomes and whether they would like to see anything addtional sommaeneron happen during the session. Outcomes willhave to beadapted | “porecpacn accordingly. 2 Tewould be best to have students ask questions that have been on their mind, as ‘opposed to just lecturing to ther. Students usually ask whether they will be able to cope with the second language, about grades, whether they can use ther fist language and what kind of help they can get. They may need some prompts to get them speaking, ¢g, there anything about CLIL that makes you nervous? Students ‘need to know they will not fil ¢ content test due to spelling. As long as they get their ‘message across and as long as they are showing progress in improving their spelling, and grammar, they will not be marked down for language. ‘Reach an agreement with your students that within, say two months of starting the CLIL class, they will cease to use their first language during class. Explain the ‘gradual nature of this process. You will keep reminding the students as you count shi oeanoes (recor ble @ ae csiorsseiiyng onthe rund) + ‘her cone (esamble an updo: setts treameone withthe op enon + gamaosaoreatovolcenoes FeaaRbl an uele-cown yer akemadoin abou) Shield volcanoes clatively tie explosive activity | basaltic composition | | + elatively quiet eruptions with lava LF tows coe vcanoes spo atfiteen ogres ortese Atel tamer dese rotlondica weltobuldng stoop Sopes Thesevaroearnato, Tisai Ninety percent of ne Cocarolslavasopposod to ‘rsuaslomatenal fanges tom Sicko ch Bown or owed out tte veana). These vleanoo fesorbie fountain, Lave alo erupts throughtto wafof be cone rom Vertsalong cures. This vacan Yow vor nary lometes. This hy these veleanoes ae dangoreus or roars communis Usual people Cgnevecuatein te. The Hawasan ‘Garde arorade upin lrg prot Shed volcanoes. (Chapter 3: Starting OIL nthe classroom + abated gpa ‘relate ‘compreonsion ‘Sed arse to eode othe ‘nua esmer + shove sategon support be ‘equine both Cinder cones Composite orstratovolcanoss [+ steep wit 30-to40-dogree slope | Cinder cones start with an eruption Parlles and blobs of congealed lava are eject froma single vent. Pressure blows the gas-charged lava Violenty into the ait. The lava braaks Up into small pieces or fragments called ayroclastic matarial These pieces Solicfy and fall as cinders or Focks aroun the vent. They form 2 ‘rcularor oval cone. The cone has a steep, usually 30-fo40-degree: slope. Most cinder cones generally have abow-shaped crater atthe ‘summit. They usually do nol ise ‘more than 300 mor so above the ‘surtounding terrain. They rarely texplode more than once, Cinder cones are numerous in eastern Russia and western NortnAmerca, wall as throughout other voleanlé lerrains ofthe wort. Activity 7: Reflection (10 minutes) Have students workin three groups: + group one students are experts in shield voleanoes; ‘+ group two students are experts in cinder cone volcanoes; * group three students are experts in composite volcanoes. ‘About 60 per cant ofall volcanoes ‘are composite or satovolcances. ‘The lavals viscous (thick) and reps {ges that bulds upto high loves. This build-up of gas causes explosive ‘eruptions. The volcanoes measure 1 km to $0km across. They are bullup of alternating ayers ofa ‘and pyroclastic matora. The lava Consists of slica, andesite, dacte and ‘ccasionally,rhyolte. The pyroclastic material consists of voleanic bembs (lava thathardens into rock of erying shapes during fight), ash, dust ipl (walnut-sized rocks) and cinders. ‘When active, these volcanoes are fe theatoning. They can sproac: bbuming ash over tens of klomel People need oflee atthe earliest sign of a possible eruption. Mount Fujin Japan, Mount Vesuvius Italy ‘and Mount Saint Helens in the United States are examples of composite voleanoes,—LLEESESEaEIEVEaEGEEeee Cchapter3: Stating CLILin the classroom ‘Bach group writes the major characteristics oftheir volcano clearly, on ribbons ‘OfA3 paper. They place the traits that are unique to their type of voleano, those that are in common with one of the ather types of voleanoes andi those that are ‘common to all three volcanoes into one large three-circle Venn diagram. Under your tldance, the results are reviewed and discussed, Particular attention is given tothe lee of the comparative. It would be helpful wo have posted on the board a few model Comparative sentences to which students’ attention can be referred as need arses. cinder cone voleanoes ehield - com posits veleanoes aa volcanoes stpemisinges | cass ores looters ‘Activity 8: Achievement barometer (3 minutes) ‘You ask the students to stand. You say that itis time to evaluate whether today's urcomes have been achieved. As you repeat each outcome, the students will hold the palm of one hand on an approximate 180-degree angle high above their heads ifthey fel the outcome was achieved. Ifthe outcome was more or less achieved, ‘but work remains to be done, the students hold their hand atchestlevel. they feel that the outcome was not achieved to any extent, they keep their hand very low. ‘After measuring the achievement of each outcome, you and your students can interpret what each achievement barometer reading means and draw the necessary conclusions. Day? “Activity 1: Fortunately/Unfortunately (5 minutes) “Askif one ofthe students s willing to be atthe centre ofa story you are abou to el, ‘Also, ask the class to commie o notsaying anything unkind or cruel. Ask them to suspend disbelief and to fantasize freely, Begin telling the following story. While on atrip to Pompeit in aly, Boa (name of studentin your class) woke up one morning oan incredible riombling. Unfortunately, Mount Vesuus was abous to erupt. "Fortunately, Boa had her private hlicoprr pared in front of her hotel. nape Starting CUL inthe cassroom afore. (ave the students , continue the Fortunately, ... (have the students continue theron) Unfortunately, ... (have the students continue the story) ‘Actviey 2: Reviewing/Accessng existing knowledge (7 minutes) Fav the stemena shownin hc box elo writen onthe bonrdorprojcana seresn Aaksteo idm he <_ (Pe stnements thatthey are sure ar fale (anser key alk follows). "Compra Xasaremeniscompll ae coin aston eee seeesaumalcangsichassaingttfompediiiay, {Use plenty of follow-up questions: Why do you think Mount Ocean. 50% oe 6 Tectonic plates move... 2 shld wcanoes ae: 7 Volcanoes that ere near the edge of rater exlesie Plato arecaleplo- vans Bynhyeon hourly enoshe 4. Pompei vastued under... (wo wots) Sanaa! eats: 9 Name one tectonic plate: The ... Plate. | © aot vatano b) composite volcano 40 The sopes of velcanoes can provide ©)elnder cone volcano for rare birds (Chapter 3: Starting CUL Inthe tassroom ‘Another option isto develop a quiz based on the following model: ‘Puteurslfin the role of someone living next tosithe a shield, composite or cinder volcano, What dangers might youface and how would you deal with them? Give fie dangers and fee strategies, Activity 4: Filming a scene (35 minutes) ‘The students plan and film one or several scenes, inspired by a'TV programme, ‘The scene must include something about volcanoes. AsK the students who among ‘them owns video/digital cameras, Have the students form groups of five, ensuring {hat each group has atleast one person with a camera. Should there not be {enouga video cameras in the class, skiff someone is wiling to film another group, ‘The other option isto simply have all the students present their scenes in class, ‘The assignment is presented to the students both in writing and orally, sis the evaluation grid (see following page). Some of the vocabulary, such as props, wll probably be unfamiliar. needs to be discussed. Classroom management ‘Thestudents are most fkely to wont to start discussing the scenes right away, They ‘maybe overwhelmed by the work plan. It would be wise to ask the class es a whole ‘what they think Work plan should include, Some clues are given in the evaluation {6 til be helpful for students ifyou take thelr suggestions and create a ‘framework forthe plan, Filming ascene fora TV show 1 Ustten TY soap operas or sitcoms (situation comedy shows) that you tke, 2 Pickone show trom the list 3 Read the evaluation criteria, 4 Wie afve-to ten-minute segment forthe show. The scenes take place before, dung ‘andor after a volcanic eruption. Remember the evaluation criteria, 5 List the tasks involved in doing the work Develop awork plan You wll be given the mejorly ofthe remainder ofthis period and the majorly f tomorrows cass to workon the project. Your CLiLlanguageteacner | wil give ycu a of tomorrows period to work onthe project. He or she wll answer ary {questions about language usage and pronunciation, 7. Firm your oone, 8 Beprepared to show your fim on Monday.a ee t—tle ‘chapter 3 StartingCUILIn the classroom eee Evaluation grid (lobe assessed by science teacher, CLILlanguage teacher and students) al Points toms being assessed Work process workplan essignment, schedule, quality contol, props et) 2» maximum one page quality of groupwork (equal participation, storing to each oer, a efcientuse of ime) Film content poins for ecuratelyincuding at last ten volcano facts 2 20 realy (intrest, props ete) Film language comprehension by viewer (dary ofpronunciation, acsxrate use 5 oflanguage) inclusion ative comparaives 10 100 TOTAL DayS ety Ven-ap sete balding mie) Prov we yocabularyasoited wih slenoeson some 30 cade Tw cae fap agen uname ef heson ure head he See ence rou force rsa, eenaaa ek un engage, Stents fxm BODE Sr ee tive crt he aranom. Each 0 era oro ene belong sentence ponblesing uve wor (Chapter 3: Stating CLL in thectassroom Activity 2: Learning outcomes (2 minutes) ‘Student outcomes for this class Content ‘accurately use knowledge geined about tectonic piates and volcanoes Lenguaye ‘construct accurate dialogues about volcan actity Learning sills reinforce groupwork skills Activity 3:Filming a scene (continued, 38 minutes) ‘The students can be asked if they have any concerns about the film project. They are likely to ask for more time, but this is when they need to face up to the reality of time constraintsand make the most of the time allotted, ‘The studerts simply continue to work on the project-You circulate, help keep them ontaskand ask supportive questions. Activity 42 Assessment of outcomes ~ achievement forthe week (5 minutes) Students cin give a thumbs-up (yes),a wiggling hand (sort of) ora thumbs-down (no) sign after each outcome for the day and the week is reviewed. A few minutes ‘can be takea to brainstorm a few suggestions for improving learning duringthe ‘upcoming week. Students could vote on these to pick the one suggestion thet you (ndividuaty, as class) will take into account during the upcoming week This is alsothe moment to return to those points that came up during the first brainstorming session on the first day, where some points were raised thatthe students may not have been sure were accurate. These can be looked at again tose ifthe students can now decide on their accuracy, Activity 5:TThe big circle (7 minutes) Ithelps buikl a sense of community ifyou can sitina circle at the end ofthe week. In the circle, each student can say one to three words about how he or she feels, about the week. Many students will have trouble coming up witha feeling as ‘opposed to giving a short analysis of the week. They will need support in speaking about feelings. Having some words on the board can help. A student can repeat something others have said, but usually will not do this. Some students arelicely to use vocabulary from the week saying ‘a cinder cone’ or flowing lava’. Ifa student is having difficulty coming up with something, move on to another person. You can. always try coming back tothe person later. This exercise usually helps end the week oon a high ncte 7(Chapter 3: Starting CLL Inthe classroom More voleano ideas (eos (sremeroes (= x jc pretending bx aperman/ ) ene || SS = | | SruveadearoPampen ens Inked _) \ Stoo \ enna ) Nene \ In groups, student wt tho ongst tory about lcanoes they can on aro of paperin45 minutos pepe Lsterng Is ooking af the stermath of an eiptlon om ‘erent perspoctives (eg Dubono's Sx Hots: ‘etre cbjoctve, emotions vow, egatve \ \ (a eaueanee ) (3) (‘mreeran ce ere tec business | Devel 2 satety plan for a community: iharempalinadnt os. voes | | Srecatangs | | tutivn tie nto of lene, oe ee town burled by ‘frst stop could be deciding what such» are moving away) JA setonnte ssh A A, ven sho Include. “ a - “youn 1ENCE (youre sorennist \\ (connectinc romans Sa nee oe —aneeeman | Secret re Saecs eect | | Seems, | | et Rhewerimee | | Seeciwetere | | -sepcemrennescons | ridsomacmaen’ || Sicesere, | | imeem Biren | | Seemcoemreey” | (“pester J aecpee mm | ee \ ortne versie {vo erations over the last eee ——, 3000 years ‘Writing chains (provide the skeleton for a writing assignment) Verb chain Vorb chal Noun chain chain balldup tall destruction ERUPTION pan eel we personel stories cack ve up fissures Gees crumble panic heat ete tos op run (ou) fava fountain a for poet magma rebulding of ves ‘rumble shudder pressure shake | wake up pyroclastic lows, spew vuleanalogist (Chapter 3: Starting CLL inthe eassroom, Core CLIL features focused on during week onein secondary school ‘The following chart shows all the core fearares of CLIL. Those features that were applied during the above activities are highlighted. Mustipte focus Safe and enriching environment Authentety language fearing in non: + using reutine activites + stucents incising Jonguage classes > stspaving language ang Fenguage needs + contentacqutstonio content + actenmoriatng student ‘arguage classes + HulWing studentconfdense inlets ~ ineerating sever subjects - using ecmmng centres » connceting learnngandthe + erosseuricuarhemes/ + aceossinenitnentie stuvents'INos prokets Imaterais/emvranments connecting wth speakers of + eftction onthe tearing > tient anareness of and the CU tanguage proves sowthiniongiaze + singcutrent materials Active learning Seattolding Co-peration + students communicating > buloingona-stuserts © planting essonsi com ‘move hate teacnar existing hnomledge, sis, peraion wih LiL and adn: + studertstieip sot learning attitudes. interests and uLteachare| ‘outcomes ‘experience + Ivolvng parents + studentsevaluste progress + repactaginginformationin —~ invoWing the local community inmestingioamngcutcomes ——_usscfrendy ways sd autores + Tavourng peercooperatie responding todifierent ‘work losrning vies + negotitinamasning + fostering erate an erica! + teachers acting ws eciltators: thinkin challenging stuserts to tke ancthe step forward———_— (Chapter: Starting GUL Inte cassiv0rn Guiding principles focused on during week one coaNITION ‘conten langage snd lesming Sls outcomes-are articulated in eo operation wth students + Jeannine builds on a student's ising knomienge, shits, attudes, interests ond exrenenco " sluconts analyse achievernert ot iearing outcomes Independent, mitt other students and ‘yth he tachi, ard work to setnew outcomes lente can s/nthosze, evaluate ane apply knowledge and sis acquired i several sjects ‘community Contest Communication atudentsteatinatieing” «+ “eontentlSleariyintedtothe + students abide use he members ofa earring community wthinendoutsige right to partiinaz2/n community is eniching ofthe losstoom actirtes and + -studahis havathe sett + students apph pew content ‘communication inthe confidence ant sis 0 ‘nid dovelog elated sls ass(oomandin the wnorkwthin a group andine ‘tough experentioiaetivties community focel eomruniy,valansing > content is substantive > desk placement and displays ‘ersonal interests with witheutbeingoverwhelning on eigssvoot wails and other those of ethers + content iomvatus subjects avaible resouroes support + parents, teachers and Te megiated ‘earning and communication SGudents are perinersin «+ «cultural contents integrated + students and teachers 00° ‘education into al subjects ‘construct ang negotiate students ear define thee meaning Foe within he classroom, + fanayage/eommunication the loratandithe gobat ‘his ee developed inal context subjects 7 Aweek in the life of a vocational education CLIL teacher getting started “Werecommend the same framework for the first session with vocational students hat s proposed on pages 47 to 50. However, some considerations that are often particular to CLIL vocational students follow. Name game adaptations for vocational students “The Find someone who .. exercise (see page 47) can be adapted for vocational ‘students by linking ito the subject (eg, find someone who wants tobe @ mechani, ‘orsomeone who wants to Invent a special cocktal or pasty. “The Name Game #2 exercise (see page 47) can be adapted by having students use ‘words relatedto the fled of study that start with the same sound asa word related ‘othe branch they are studying, For example: cook Caria or Corfa cook, Bob bytes or -ytes Bob, Ichiro insulin, agar Alex, engine Emily, electricity esto, Bo0 Bacon or ‘Ousmane outcrop. (Chapter 3: Starting CLILIn the classroom Vocational students tend to be more fcused onthe praia beneisobe gained from the programme Bristorming potentallong erm bene etshing and Eats Forename aching lchamie Sg ie ae | Forexanple tous tating chee yng your ) n Identity work acident causes tet tat stunt ao not now howtos sents ‘and consequences ‘esr clu changss,nmprptrniaren oh / {ste compound aetvs ous ppm bowie ee) agai Language Is inns whan preserngs no opt yeu check orn =) * acthely use the oppertniyto ‘eal and xpessone ta sudo oot bond communicate Inthe CUL language, Stee manag Yu ror tee ingen ‘The wee’ outcomes are sted here forthe beneiof thread: These were event only partily ‘nftre week ws ou un wotor gute with hehe, ; ough the presentation of the graphic organizer. {sschor you can stan bles or gamma po tet covered with the students through the presentatis Spaced obi; be ‘Leaning Sk ‘Sette focus ofthe language lessons Intarn the lasagne resenting these written statements tthe students + know when and how to lteruptand {cocter wh wong oe house poise overwhelming. However these should be posted inthe room. Sateoeie ae ‘Sema tat ects vecaboy ede one en Week one learning outcomes for students ‘Activity: Senng the stage—relevance (2 minutes) Content lave each student individually estimate in wri + can articulate the consequences of sks and aceldents In workers’ Ives tually emare in weting: + canartoutat the efeot of work acldentson society 2) the number of work-related deaths worldwide last year; + canarticulate how prevention measures can minimize oecupationarisks and >) the numberof work-related deaths in the Buropean Union (or your region) last years laents «am aroviate occupational risks, prevention measures and elements of ©) theextent to which 18 to24 year olds are more likely than older workers o have a ‘peteonal protection ‘non-fatal accidentin the workplace. + can describe the legslatveameworkeimed atcreatnga safe working ‘Share the answers. They area) 2 million b) 150.000 c) SOpercent. * ment : Gre Activity 4: Accessing existing knowledge (15 minutes) tly use te opportunity to communicate nthe CLI language, ren i only ‘Ask students to give you the rules for brainstorming. tthe very least, they usually ys ince the folowing: no criticism of any ideas, ll ideat recorded, wild and crazy + can correctly use key vocabulary related to occupational hazards and thelr ideas welcome, These rules are posted as they are agreed upon, prevention Have the students in three groups brainstorm the causes of workplace accidents. Looting kis ‘They ists many causes as they can in the left-hand column ofthe following = know when and how to tnterupt and to ask for repetition and carifeation Jhandout, leaving the other columns blank WORKPLACE ACCIDENTS y as dents to turn to the Before discussing the day's outcomes in detail, ask the student ‘pe'son next to them and say which part of this week’s plan as indicated seems the =a easiest and which part seems the hardest. As you point to each partof the graphic organizer, ask people to raise their hands to indicate whether partners thought * hutp:fosha europaeus | "SSS ——————— — ‘chapter 3: StartngCLL nthe classroom 6 Once the listof causes has been developed, have the students fill in the cles forthe other theee colimns as follows: "WORKPLACE ACCIDENTS “The students then workin the three groups to think through consequences and grid. One group shares its results. The other prevention measures using the above p's work. Ifyou {wo groups get add any additional ideas they have tothe first grou have the option of using computers, the results can be projected on a sereen and revised or added to as need be. If students have writen their thoughts directly on. the board, the same can be done on the board. Have students mark off any points they are not sure are true, These points in question arereturned to on the fifth day to seeif the students’ doubts have disappeared. Hold the horses! Stop the show! : Where sre the lectures? Surely In vocatonaleducation, one needs t lecture? [A Wie are not saying do no Ieeture. Lestuigean be very effective, especial iftis pert ofan interactive process Wier students are heey invoedin processing, Commenting on or using the Information being delnered. Lectutingcan work well for students with an aural leaming style. However, lecturing does not sual ‘stugents and can he easly overused or less effective than one would hape. Forexemple, even very anotorsateteache tak can deliver material atleast ‘20 umes faster tian itcan be ‘eat (Petty, 2006). Teach output does not necessary traasate into etident nth, et alone student outout. ‘oot amaurts of educational reseavch have been synthesized ty researchers sun #8 Marzano eta (2005) sna Hattie wal es ferred toby Petty (2008), “Tie show thet reduced teacher tak anc inreesed student tlkand active “student parlieioation ca bing big returns. These resoaroners conclide that ‘the use of advance organizers anc graphic organzots, peer cooperative work, students teaching one another, active earning, chellenghng enels, peer ‘assessment ard iteroetne teaching, among othertechniques, ean eoniribite very Senifesntiy to learing. ‘The verynaturs of CLIL requires the application of mary of those technlaues Coun toschers often present materain highly organized sal chunks, wile provi laneuege support. CLIL educators ace olvye checking for student ‘Comprehension. The sueeesstulepptcation of new leering isperrags the best indicetor of comprehension, When teaching ins student's frstlanguage, ‘caucators may ool fess obligated ta present material so catetuilyandto check, ‘30 thorouahiy for comprehension. This ean give CLIL students an edge. ‘We can all benefit by exnonding ou fopertore ofteeniques tat re known to behihy effective. (Chapter 3: Str CLL Inthe elasstoom Aci Reng nd ang hrs nd etn sams Have the tients imagine that tir boss is ask ibs ishing them to wt short summary oft abl sbout workplce accidents, eo she inteesed comparing Matra dom 2008 Lookat Tile Ges foloving rete cs Ta ip bull the student conidenein their abliy todo te wsignmen Ask Whether thereat tay codon ht someone can de om the wie Lao birt cotonef Til cat L tclunnof Table Gnaing th etieas wel) ese Reto pry ha der an Fd ea teed What coon train rain amprion i ae in Oat Brio W ring the sneer onthe bord vl hp student ‘the sentences as models later on. Sep sudeas ious “Testes workin groups of fou oie Athi Ties our five. A thisisthe fit attempt doth type 9f assignment, we suggest having each group only work on one table. (Gaterinthe scm dean paren bes) Git den efalowinghandat handout suppor sider by summarizing the istrutoos andy povding ssc rth mmarywiteame of bere wing wd praca, a provides some stl ne The pases ince ew val dues Work throng hs handoaopehe asking queron entire comprehension Gulde for weting summaries of tables on workplace Inurles reeemeninin tite ageaomeyriere nt sinepr no 2 asessing your group sos by — sien SSL, Sepeitemeemed | ethene eine 9 each group member prasents part of rare the work fo the whole class: * compared tothe EU average + datator 1964 showedhat + has more than wice 2) the mumber 4 one clean copy given teacher | Possible structure + has more han thee timas tho + what the hort stout general unto + hayes + considerably ewer | + keyeonetisons + below the EU averagoibove tho EU. srerage Length + from 199810 2008, + Swe senloncesfrinreaucton + Incecinafon reise + twetesevansansncas tray + eomparaon tons yex tacts + tha rumbor of cident por years + wo sentences fr eonchsion one teldecinng + thee 2 downwartunrard rend i(Chapter: StartingCUILn thecassroom EET “Tablet -Rates of fata and ofover3-ay nuryIn Europe er 100,00 workers or employocs, 20:3 county Tanctilinuy wot everdey ny — Enployed pone toed create) va es Dore a ae = a Poli aT) aoe conven focus?) 20 es ore 2 aan = ton a ace en Sinwenge 2s oes " ty as uae vn r— 2 a = Gee 2 to Se rane a ‘ase = ies too end oon u oa rae se ‘ oe moore Pony ts io oor © uo ois comming asters, ult died eaape aus ans nud ac aces ‘ of nae over Say injury whorela afect of thirinchusoe Scien cence ices, Smee ci cnn ho en fen ce pa in ‘Soeseon cts Soom werner ape tenor sr oO ate nha * Porat mearieaneatsowsonsoy sam ‘aie2- Rats tna ret sn, Somany France ay Span and average 180-208 Year Grattan Gomany Fae tay =u Urge ‘a 3 uo me tr a a4 ts mort 2 a2 uM oe m4 2s 2s hs mau B 2 mos sows fam uti ws een erecta taba “Toble 3 Rates of overtly Injury In Great Bran, Gormeny, Franc, aly Spain and EU average 1985-2009, 8 Year GrestBriain Germany Franco Waly Spain EVaverage 10991606 4908) door nom 4a 2001807 ars ame 708240 20011985 4300 srr yA zoe 1832 ‘402 am ame 2003184 sere 327 5 ten Werand ond alle eet av klein iyo Gal Bn bu wean he ee (Ohepter 3 StartingCLILin the classroom Before the groups present their material, ask the students to help each other during the presentation by listening quietly, concentrating on what is being said, asking people who cannot be heard to speak up and thinking about what general conclusions can be drawn, ‘Asa follow up, students can seck more current data, The more current statistics can ‘be compared with th historical data presented in this chapter. Conclusions can be ‘rawn about trends and measures needed. Drawing comparisons will help make the exercise more relevant. Activity 5: Thumbometer (3 minutes) ‘Thisis a quick and simple way of getting feedback during or after any given activity, assignment or lesson. It's proposed by Paul Ginnis in The Teacher's Toolkit Students stick out one arm with a clenched fist with the thumb pointing out. The thumb acts asa gauge. When itis pointing up, a students saying that he or she is pleased with ‘an activity or that he or she understands the topic at hand. As the thumb is tanned downwards, it indicates ower levels of satisfaction or understanding. When the ‘dumb is pointing straight down, there isa serious lack of satisfaction or a total lack of understanding, ‘To evaluate today’s outcomes you repeat each outcome, preferably also showing the ‘text. The students can gauge the extent to which each outcome has been achieved. ‘You will need to verbalize what you think the average student is saying with their thumb and draw the necessary conclusions. Ifyou get ethumbs-down for one ‘outcome, it probably requires some discussion and joint decisions. Day2 ‘Many employers in South Africa consider people coming from the nosthern province of Natal to often be excellent managers. They are inclusive of others and 800d listeners, When people from the northern Natal meet, they say Sazvu bona. ‘emeans Iseeyou,The other person responds Sikhona, which means Fam here. a. other words, exist because you see me and acknowledge my existence (Senge etal 1994), ‘As managers of class, we often are so busy just before a class preparing our ‘materials that we neglect to greet students individuslly. We sometimes do not even, find the time to make rapid eye contact with each individual student atthe start ‘of the class, Students that feel welcome will be better prepared to learn. A positive classroom culture will havea positive impact on learning. Moreover, if informal talk before a class becomes part of the classroom culture, stadents will start showing up carly and the number of latecomers will diminish, Activity 1: Warm-up/Serting the stage (10 minutes) As the students walkin, have several pictures depicting different workplaces scartered on the desks. Have some key words written on the front (or back) ofthe photos such as wearing a harmess, searing a mask, sharpening a knife.(Chapter 3: Starting CLILin the lassroom re ee ae nee eee epee eee eel jeat needs on the board. seadentncedsontbebouds _ THESAFETYPERSPECTVE _] ‘Whats belng done well? Potential risks ines ake stdens 0 compar tees with hose fhe seceitsc tum Aska few sodents wha pane ndced aboatsafe work procedresor dee ecsy tering Sine) oie ou wed the previous ay: The graphic oguizer “iltrvetosaul he previous dy eung Kean abo be sed Dull sens of “online inh learnng proces, Tho, deste envsaedoutcomes forts cas (Chapter 3: Starting CLILinthe classreom ‘Student outcomes for this class Content * can articulate existing knowledge about work hazards * can identify obligations related tothe prevertion of work hazards. * can differentiate work accidents ftom work hazards and establish @ nk between both concepts Language + eetively use the opportunity to communicate inthe CLIL language, even Ifonly partially + can correctly use key vocabulary related to occupational hazards and their prevention Leeming skis: * kaw when and how to interrupt and to ask fr repetition and earfiation Activity 3: Reading text about prevention of risks at workand doing related assignments (25 minutes) PREVENTION OF RISKS AT WORK Introduction ‘What the students do ‘ettersafether-sorryisneteciehé-bute-provertruth. The | Students workin pairs to cross prevention of occupational hazards requires a commitment on ‘the ert ofthe company and employees. Fhe eommitmentis- tothehneaktofthe employees: This wll bring benafits to ll employees, employers, the company and society as a whole. Any system of management for prevention of eccupational out atleast, 50 per cent ofthe text leaving the bare facts, the most essential information. They eliminate all repetition. They create a précis, After completing the task each pair hazards compares its results with those of endwerkere-#t must take ito accountlaws andreguatins. | ompares iis eats» In Spain, we-neve-e tawon the Prevention of Occupational Hazards “Phe StenderdsforPrevensiorcontainedin-hi law | Why mustbe complied wth by all compenies. Companies needto | Thisis a highly challenging task. It ensure that all the workers (tattimepertiimer subcontracted: | requires that the entire tent be ead seitemployedete ae aware of these standards, closely and thackey messages be Allcompanies, as wel as thelr personnel, must use safe determined. Students doing a précis ‘Working methods. Workers must not incur face) any are more likely to understand and unnecessary risks. Companies and personnel in charge of recall more information than those ‘machinery and equipment wil take responsibilty for vertying | who have simply read a textand ‘thelr working order at regular, set periods oftime. Companies | answered afew questions, have to ensure that all employees using machinery and ‘equipment are property trained and have the appropriate Information. Workers must never modify or withdraw the protection systems on machines or equipment.Chapter Starting CLILIn the classtoom (Chapter: Starting CLL Inthe elassroom ‘Thosein charge of subordinates willbe held responsibe for thelr safety. Managers must make certain thatthe people reporting to them have recelved adequate information to work safely. Personnel must use the personel protection equipment provided bythe company and be esponlble for ts ‘maintenance and proper use. 1. Safety regulations 1.0 General standards Reporting ‘Nl workers must report all dengorous situations that they detect during work to ther immediate superiors. Onder and cleanness, ‘These mustbe maintained In oreo prevent accidents, Inspecting frst Before working forthe fist timein an area, Inspected and studled propery leaning ur (Once the job is Snished, ell tools, materials and resicues must be removed, ‘Nounauthorized use ‘Those workers not propery authorized and trained must not Use machinery, equipment or etctrical panels, cables or connections. Respecting rules Danger warnings, prohibitions end obligations must be respected tal times. Using safety devices Machine and equipment safetydevices must never be ‘Switched off Using protective equipment Workers carrying out tasks requiring inv equipment must use. ‘Noaleohol or drves ‘Te consumption of alooholecinks and drugs on company premises is expressly prohibited. ‘Not moving safety equloment Itis prohibited to move fre extinguishers, hoses, alarms, re mustbe protective ‘What you, the teacher, do + find the authentic material and ‘make itmore accessible (see page 34) + explain the task prior to handing outthe text + workthrough ewo paragraphs withthe clas."These two paragraphs can already be on the bboerd, projected on a screen or lisuributed as a separate handout, ‘Working through the paragraphs involves asking probing questions ‘nd having students explain their reasoning: I there any repetition in thefirt paragraph? Which part ofthe repetition ould you ross out ‘and why?What sort of information it essential? Was any essential information lost? + hand outthe fll eext-The first two paragraphs are done forthe students and will serve as asample. + explain the tsk again, showing ‘where the instructions are posted + circulate to provide support, primarily through asking. ‘questions that help students take another step forward: I there stillsome repetition of ideas in this paragraph? + pareway through the task, interrupt the students toSplitthe atom (see following page) + upon completion of pairwork, have the pairs compare results. Pairs could rework 20 ines of text to come up with a common result + theexercise can be taken up and discussed with the whole class: Does anyone havea diferentopinion? Why do you think so? hydrants, emergency lights, emergency exits and to block or ‘over signs forthe sare (forte aforementioned tings). ‘Removing toxle residues Alesis toxic to people o the environment pain varnishes, solvents and ther containers) must be removed by the companies who have used them ‘Toxle materials ‘Must never be dumped in the drainage system of the company. ‘Stopping dangerous work ‘The staff must ensure the application ofthe safety regulations. Staff are authorized to stop any wrk they consider hazardous thats being caried out by company or non-company workers con the company premises, Planning for safety ‘The company must have a plan for settprotection. The plan detalls actions to be undertaken in emergency situations. The company’s sta are responsible for providing company and ‘non company workers with information and advice on what to do during emengencies. ‘So-operation All non company workers must collaborate wit the staffof the company ane follow their instructions, 41.4 Personal protection ‘Keeping safety eaulament in peak consltion Safety equipment must be kept in perfect condition. Incase of ‘damage, replacement of equipment must be requested, ‘Resmecting clothing reaulrements ‘Working clothes must be propery buttoned and without tears There mustbe no loose or hanging pats than can get caught ‘orhooked. Working wit clothes that are stained with grease, cil solvents, ets prohibited Using protective glasses {ye protection must be used when carrying outer leoking at tasks electing sold or iui particles, or emitting hazardous Gases, spars, ec Using helmets Helmets must be used when there is risk of aling objets and ‘materials t's advisable to wear a helmet ata times during the working day. Splitting the atom ‘Thisactvity is a key chat helps unlock students’ feelings about whatthey are doing, Feelings can both empower or disempower us al, ‘This activity enables participants toidentify and address feelings that nay be obstacles to learning. Halfvay through the précis exercise, ask fer the class’ attention: Les assesshow we are feling about this exercise. Those people tho fel this exercise is ike taking a wal on the beach ona boautifal Saturday ‘afternoon go and stand bythe door, ‘Those people who fel ike thy are limbog a hil go tothe windows. Those who fel lke they are trying to climb out of ahole go to the Back ofthe room, Ifthe cassis finding the exercise dlfficule there are several options. “Those that are confident can be asked to work with those who are feeling ess secure. You cen also work through a few more sentences as & clas. Other options Students can workin pairs to develcp: + safety plans + asafery brochures + display on work safery. ‘These options would inchude first sivingthe students the grid to be ‘used for evaluating the final result.(Chapter: Starting CUL Inthe classroom ‘Making the text accessible + sentences have been shortened + longparagraphs have been broken ‘ales shoes Workers involved in setting up and dlsmanting must use safety shoes with reinforced tows and rubber soles with sdoquate grip and without tings, to void alipping and Pe clearicl contac, + additional subheadings were sna stoves created (Gee underlined Safety gloves must be wor for altasks where hands might subbeadings) be damaged. For workivohing possible electrical hazards, Jaced + synonyms were placed in suitably insulated gloves mustbe worn. amet afer uafaraiia words Using safety bets cor expressions ‘Theuse of safety belts with shock absorbers Is compulsory for all work not protected by seaffolding, lings, platforms, ete In | general, safety belts mustbe used to carry out ny kind of work. ataheight ver 3.5 m and must be propery secure. ‘Using maak and fiers Mask, ters or respiratory equipment must be worn to carry ut tasks invoWing risk ofbresthing dust, gases, vapoursor | ‘any nazardous substance. Usieg ear protectors Ear protectors mustbe used in all tasks with potentially hazardous sound levels. Activity 4: (Back-up) Inthe unlikely event dhat you have time left over the students can use tis graphic crganizer to categorize which ofthe saery regulations in the text would apply to which category of hazard prevention strategy. HAZARD PREVENTION STRATEGIES ee) OQOED CDE _— a | (Chapter 3: Starting CUL Inthe classroom Activity 5: Achievement barometer (3 minutes) ‘You pointto the board where you have written: achieved partly achioved far from achieved ‘You return tothe posted learning outcomes forthe day, asking students whether ‘each outcome was achieved, partly achieved or fa from achieved, Relevant conclusions are drawn, Day3 Warm-up: (3 minutes) Prior tothe students’ arrival in clas, place the language support sheet (see below) ‘on the students’ desks. Qfthis s not possible, distribute it tthe start of the class. ‘The sheets provided to students to guide them in learning needed vocabulary, ‘The sheet shows the students which words are high frequency and need to bberetained. By categorizing words (similar parts of speech, antonyms, words describing procedures or attitudes), learning and recall are facilitated. When creating your own sheet, some particularly difficult expressions could be translated into the frst language. | coetuearetons | thesrestod (camemae {oietarenoig/tobeansane ‘ote inattentive ‘eoperatve co-operative tea roca ha worng/ ny alah gover triste attreted fot taking ue rota ‘lanning fr satay | tobe {2 get broken down {potbroken/to boeken {oe broken down tolurn ‘tal fo get bamt/tobe burt tome te pthurt/tobe hurt tolure te ptrred/to be redEL TTT (Chapter 3: Starting CULIn the classroom has noticed an accident (Chapter 3 Starting CLILnthe classroom Finish by asking students to recal from the work they did two days ago how many After taking time to preet students skthem ifanyone “ aarganto happen over the ae24 hours. This mag reqie more prompts sch a ‘Dunne ssc ding dangeonb comeing at Home hn ey ance Bharath gym, somethings at zo ome cae? ‘Poona hos wove ndings word or npresion'n fhe CEL ange its iis ot on the shee give tere language support shes refer the student itis che ondone anv hem adit This wl help ul he hai of checking and ‘building on the language support sheets. Activity 2: Outcomes (5 minutes) “The following outcomes are discussed with the students.TThe lesson isa continuation of yesterday's lesson, using a continuation ofthe same text. ‘Student outcomes for this class, Content. + can articulate existing knowledge about work hazards + can identity addtional obligations related tothe prevention of work hazards Language + atively use the opportunityto communicate inthe CLL language, even ifonly partial + can correctly use key vocabulary related to occupational harardsand their preventon ‘Learning siiis + know when and how Interrupt and to ask for repetition and clarification Activity 3: Setting the stage (10 minutes) \Watch a short film clip or two on workplace risks and accidents. These are easily ‘downloaded from the Internet by searching YouTube™ or one ofthe general Internet search engines for: 1 safety inthe workplace; + occupational health ana safety specialss'job description; + accidents the working places + occupationalliabour rishs. ‘Srudents can be given a series of multiple-choice questions to look at prior to ‘viewing the film. The questions can be answered while watching the film. As nother option, students can be asked to lst in writing risks that are shown or discussed inthe film clips. After watching the film the students correct the answers ‘othe multiple-choice questions. As you discuss what the students noticed, two students can write the main messages on the bosrd, on chart paper or key them into ‘a computer Tio students can be assigned the task of quiedy correcting language terrors. Ask the students fo create a few summary statements, workers/emplayees in Spain: + areiinjured per years suffer a fatal injury/die. ‘You can also ask how many are blinded and how many are crippled in your own ‘country, and provide the answers yourself right away. Ithelps, once again, tote the ‘pic to reality Activity 4:Reflection (25 minutes) PREVENTION OF RISKS AT WORK (CONTINUED FROM YESTERDAY) 1.2 Working at helghts/Scaffolding and platforms Hilents People suterng rom vortigo** must not carryout (do) wotk at height Althose working atheight must use a toolbelt. When working at heght, tools or material must not be thrown, “They must be handed or passed using @ rope ora container ‘Assembly or dlsmanting** ‘Working platforms rust have a ‘minimura width of 60 er Assembling or dismantling must be Carried out (done) with maximum levels ‘of safety, andthe fing of pieces to thelr dofintve place wit be made, I possible, before loosening them fram supporting cables orrapes. ‘Scaffolding must be fm and stable, set up by vained staff and have @baniste,breces, alin and plinth base. The cfferent levels and guard boards ofthe working platforms ‘must be sipproof, kept free of obstacles and provided with a ‘raining system to eliminate al products capable of causing slipping. Platforms with potertil fll from over 2m must be ‘completely surrounded by rallings and a plinth base. ‘The stairs to access the platforms must be placed laterllyto the structure and neve at the coeners. vertigo feeling zy, as though your heads spinning todlemantle totake apart ‘Checking before starting work Prior to starting wor, scaffolding o platforms must be checked to ensure tat they are in perfect concition, Any ‘anomaly** must bereported to a superior. Before beginning werk on wheeled scaffolding, the wheels must be locked. SCAFFOLDING ‘Making text accessible Provide a separate sheet with key terms organized in a way 2s to facilitate comprehension, ‘New vocabulary explained in boxes is inserted into the margirs of each ageseg, vertigo feeling dizzy, s though ycur head is spinning to dismantle ‘to take apart to take to pieces plinth base block or slab which acts asa base, stabilizing a structure ‘The underlined subheadings were added tothe original for ciarity. ‘Some sentences were shifted toa ‘more logical place. Long sentences were broken into 0. Some repetition was removed, 87(Chapter 3: Starting CLLin the oessroom ccc LCL Usage of tools ormateriais (nly the necessary materiale guarantee the continuity of the ‘works must be stored on scatfoldng and platforms in order not tocverload them and keep the space clear. ‘Tools, utensils and materialsused on ‘the working platform must placed in anomaly containers, minimizing the risk offal. or ork procedures ‘ot normal Its forbidden for workers tobe t diferent levels onthe samevertical nthe same column). ‘No worker must be on the scaffolding when tis being moved. When scaffoldingis being used to access working platforms at ‘height of 3.5 mor more, a safety belt, harness or alternative protective measures mustbe used. When carrying out work on mobile platforms, safety devices to prevent them from moving orfaling must be used. 4.3 Portable ladders ‘Checking before starting work Ladgers must be inspected before begining work, discarding ‘those nat offering sufficient guarantees of safety. he ladder must be made of one plece, and the rungs must be assembied and not merely nalled. Before going up or down a ladder, workers must ensure all rungs are fly n place. PhysicaLtequlrements Ladders must have an antsp bese, or securing devices at tmetop. ‘Wooden ladders must net bepainted (except wth 2 ‘vansparent varnish), as pat may hide laws or anomalies, ‘which may be dangerous. Procedures “Workers must face the ladde when using It Workers must carry out theirtasks facing the ladder and holdingit with one hand. Should this not be possible, they ‘must use a safety belt secured toa fixe point, never tothe ‘ar {tis prohibited to connect two ladders, Ladiers must not be simultaneously sed by two people. ‘What you, the teacher, do Have students work in four groups. [No more than five students in a group.The groups are called the: + cookery sector group; + ullding & construction groups + aircraft maintenance group; + ICT components manufacturing. ‘group, necessary, form two groups with the same name, distinguishing them by simply saying cookery grosp one and to. Presentinstructions orally and post them (see below). Postedinstructions ‘These supportstudents who are visual learners and those that are shaving trouble understanding ‘everything being sad. + read individually + individually mark with a sar legal obligations unique o your sector + individually circle obligations common io al four sectors = cookery = bulng and construction = aiverafi maintenance = ICT components manufacturing + fllout the graphic organizorina ‘group ‘Storage ‘When ladders are notbeing use, they mustbe stored away ‘and protected from the sun anda, They must never be let horizontally placed an the floor. La Toots ‘tmctmane ata Ono ual fo ech secs asus se, mast Tools must be careful inspected by - 4 Towser prertouse dwcoangtnose | * Presenting flaws** and reporting them to aw trimmed pear rieaie Teawiste ee fctsinsorcoatin, | SiS Uroymuatb ated utngany tins, | Some eee | less ettectve | Electricians" tools must complywith =| | tegolted snare Tools with handles must have suitable dimensions and be well Secured without cracks or chips, and must, when necessary, have insulating material. Maintenance ‘Tools must be kept clean of ol and grease, Sutting or sharp tools must be kept suitably sharpened, never Catted in pockets or loose within toolboxes, but aways in thelr ‘cases or special containers. 1.5 Machines Kovmessages Portable machines must aways be kept in perfect working Corder. Neglect in this regard might be fata ‘Setup Compulsory protection fr fixes grinding machines are: 8 Drotestive screen forthe observation of work: @ protective ard covering % ofthe grinding wheel; the machine must be Secured tothe ground atthe same level as the axis or above: it witha maximum distance from the periphery tothe grinding wheel of 3mm. Chapter3: Starting CLL Inthe classroom What the students do 1) Individually read the text, 2) Individually, mark with a star, in pencil egal obligations that are ‘unique to the student's group/ ‘ector that was determined atthe sartof the activity, 23) Individually, circle legal bligations that are common to all four sectors established for the ‘groups atthe start ofthe class, 4) Individually refer to he language support sheet as necded. 5) Once finished, share results with ‘the other group members, 6) With the group, fill othe graphic organizer (follows), Classroom management Students evaluate groupwork dynamics, such asthe equal shering of workload, Core features addressed “Muliple focus on content, language and learning skis by using language support and graphic organizers. ‘Building the learning environment by displaying needed language and providing a supplementary handout. ‘Authenticity ensured by taking texts ‘currently used in industry. Active learning through peer ‘co-operative work, including by assessing one’s own work against that cf others, Scaffolding provided through language support, including subheadings, graphie organizers ‘and by providing peer feedback ‘and support in completing the assigament.(Chapter 3: Starting CUlLin the classroom ee ‘Inspecting frat Prior to eny work wth 8 portable machine ts condition must be checked. Any detected anomaly must be reported to an immediate superior. Before dling, it must be checked that there are no cables or obstacles inthe work area that might cause accldents when operating with the cet it. Working procedures ~ Preumatiot* machines must not be disconnectedtrom — | ane ‘their hoses or valves without fist shutting down the fees re and allowing the arto escape from the tool itsell. The hase ‘must not be bento Interuptthe airflow, except in cases of emergency. Riveting machines and similar pneumatic tools must always bbe used wth the head or too bit downwards when not inoperation. After use, the tao! bit or head must be removed from the machine. tis forbidden to adust the securing of te appliance when the grinding skis working. ‘Side faces of the grincing whee! must never be used to sharpen tools. ‘Small ters must be held witha camp or pers when grnding, ‘Standardized protective glassos must be worn when working ona fixed grinding machine. Portable grinding machines must have @ metalic protector and the operator must \woar protective glasses ora face guard at al times. compressed ait 2.6 Provention of lectrcal risks Inspecting fest Before using an electrical apparatus or installation, chenk that i in perfect working concition, comply with precautions to be adopted and respect them scrupulousiy*™, Before connecting an electrical apparatus, check thatthe electrical suppiyis adequate forthe machi (Check for dampness. Do nat use electrical apparatus or installations ithey have accidentally got wet or the operator has wet hands or et. Procedures \inile using an electrical apparatus or Installation, use only the parts necessary for the purpose, Da not use or modty any security vie ‘D0 not manipulate or try to repair installations or electal machines. case of lnregulatity,reportittoan electrician. Never open the protective safeguard of electrical devices and respect all warnings ‘and signs in order to avd aocly contact with cables or electrical components. ‘Stondards ‘Allelectrcal installations carried outin the company premises must comply with Electrotechricel Standards for Low Tenslon and be installed by electricians offically ‘authorized by the Ministry of Industry (Chapter 3 Stating CLL In the classroom Graphic organizer for previous activity {HEAL OBLIGATIONS REGARDING PREVENTION Buldngendconstrstion ) { ArcraRmalstenencs ) (~ 16Tcomponetsmanfactung > Vie ow are they SIMILAR? ow are they UNQUET al TS, {omangand constuction arerttmainterance (tet componena Day4 Activity 1: Warm-up and summarizing (10 minutes) ‘Use the graphic organizer on the following page to su through dial smmarize, through dialogue withthe students, what they have been learning during the past few days (first two branches). The remaining branches show what remains to be done aver the coming ‘weeks. After few introductory sentences that set the stage, the dialogue with the students might include questions such as Does anyone recall any hazards deriving from machine:?What are some ofthe coerpriate sai for dal with that hazard? Isher something mre tha can Has anyon here cer ota shack rom ectrica equipment What happered? Which sft measure was ignored? What ore sou atu fy or hiner che fle enon? How can you reduce those risks? ae “ What are you doing to help you remember what we are learning this week?CChapter3: Starting CUL inthe classroom ‘WORK RISK (occupational Nazar) FACTORS. (Ce [ienvsteatn \ iene \ise" {Cera + leckatatonomy - | jb lsatisacton + tmor lon ‘After the discussion, ask students to look atthe following chart. = mokiacto a for cour, on ont, ow org rasa) sina cuts) satoy ar cveeenyeite les preamtstomgs tebe costars ome Physical condition erEonomics, carrying, lifting ‘Ask them if this chart jogs their memories and ifthelps them recall additional risks, Have them bring up one or two additional points that they recall. There is ‘not enough time to wock through the whole chart, Ask them why they think was ‘easier to recall more information thanks tothe chart. Discuss the importance of _systematizing information and breaking it down into chanks, (Chapter 3: Starting CLILIn the classroom Activity 2: Establishing learning outcomes (S minutes) Intoday’s lesson the students will practise systematizin information while earning. about legislation related to hazard prevention. The learning skills outcomes for today are: *+ being able to systematize information into organized chunks; ‘asking for repetition and clarification as needed (sub-text: you can askme forhelp). ‘The planned content outcome is: + aprevention plan based on legislation fora given place of business. ‘The language outcomes remain: * actively using the opportunity to communicate in the CLIL language; + correctly using key vocabulary related to occupational hazards and their prevention Classroom management ‘Many students are likely to have a negative reaction to being asked to read legislation, However, being able to read legislation isan important skillin the working weld. n pointing out this requirement without addressing studentfears here and now, tearing wil probably be impeded. You can ask the students what ‘coneers they have about these outcomes. Several students ae likely to esk ‘whether they have to read the laws n the CLILianguage. The answer is yes, but that they do not have to read the whole law. Laws are also organized into chunks. They il have to look fer specific information in speci areas. You will help them to do, ‘this and you can provide them with a glossary. ‘Show them the following graphic organizer to indicate which legislation they will be using: LEAISLATIVE FRAMEWORK ON PREVENTION (ac 89/361/CE, 0 Cmeron 455, 3/2005 ht 56/2009)(Chapter 3 Stating CLIL Inthe classroom Activity 3: Using legislation to design a prevention plan (40 minutes) ‘Hand outa copy of one law that the students will be using. Ask them to scan, ‘the sub-hendings and try to find the section entitled ‘General and particular provisions", Discuss the meaning of the tie Askiffsomeone can identify one risk factor. Can someone find the required ‘prevention stategy? Write this risk factor and prevention strategy on the board, ‘Have the students pick one more risk factor that is expleined inthe law. Take one ‘sample sentence from the law. Have all the students work individually on reducing ‘that risk factor down toa few wards. Take itup together. Have several students help you to distribute the assignment. Go through it together. ‘The following is a sample one-page worksheet that would be given to students. Designing a prevention plan ‘Type of work: Group assignment Final outcomes: + a.computor presentation of seven slides. {WNB: Transparencies andposte.sized paper are also options) + presentation ofthe seven slides that involves all group members. First steps 41) Form a group (minimum four people, maximum five). 2) Pick abusinass (restaurant, hotel, electronic manufacturer, ec). Each group must choose a diffrent workplace. 3) Inform the teacher, who wil gve you a group number needed when naming your electronic file. 4) Read the resto the instrictions and study the evaluation grid. Content ‘Slide NP 1: Tia, (During the presentation briefly state why you chose tis workplace.) ‘Slides N*2, 3,4 8, 8: Some key risk factors related to workplace and workers and proposed prevention measures. Slide N°7: Research resources (names ofthe laws used) LLL ‘Chopter 3: Stang CLL nthe elassroom Evaluation grid Key olements (Have you included the basics?) + | ee | eae No | Partly | “Yes Te Risk actor related to workplace Prevention measures related to those workplace risks Risk factors related to workers | Prevention measures related te those worker risks Research resources Work process: Fle copied to classroom desktop prior to dass Fle nara scoring pain (6, up Ow roots taan By | Each group member presents a faicshare ‘Stayed within five-minute ime limit for presentation clarity Slides are easy to read | Presenters can be heard Correct language usage (erors do not affect comprehension) ‘Spoken text helps better understand sides Final mark pass or fall ‘Apase requires atleast nine ticks inthe yes column and no more than two ck intheLL s— (Chapter: Starting CLILIn the classroom Source documents and language support “Have one person from each group come and geta package of documents froma ental point. Due to space restrictions the legislation is not reproduced here. The Sources are the following International Labour Organisation and European Union Tepe k/cis/legoshjespyindex.ht=n/ «+ hup:)wwwilo org/publicfenglishprotection/safework/cisegoshiespfindes. «Mab ecesrpecfestiserfLexUneredaPui-CELEX1 951.0591 ENHTML «+ hup:wwwlo.org/publiclenglsh/provection/safeworWcisflegoshjeccyindex. ny i fone used "The package of legislation should include a glossary of key terms. The cre itatn was downlceded fom the Spanish Minion of Labour and Soil “Affairs arhttp /ivanw:mtas.esfinshijenfprineipalftesauro_en-bta/ Classroom management tip Explore giving up the esponsibily of élsvibuting papers. Options might Include: + several students always help distribute without eing nskes to do so; * laythe same papers In four parte areas so they ean be picked up quick, ‘Mid-point discussion (halfway through the exercise) What isthe biggest challenge? Tes key tobe the limited timeframe, Suggest having, group members break up the tsk so each person reviews one law and develops one slide. “Has many risk are you putting on one side? If tis more than three, they are probably trying to pack:in too muuch. Activity 4: Evaluating outcome achievement (5 minutes) [Askowhether the students feel they ae able tosystematize information nto ‘organized chunks. How many fee yes they are, how many fel no chey aren Do they need to practise this skill ome more ata later date? Since the major outcome is a prevention plan, have the students use the evaluation {grid to assess where they stand atthe moment. ‘Some follow-up questions might include: Whois ready o present their information? What do you have left to do? Whois responsible for geuting ce presentation om the clas computer? What have you done to check language? Do you have all the required parts ofthe presentation? , Willyou get together after this clas to practise or before class tomorrow to practise Have you timed yourself? Who needs help afer class? (Chapter: Starting CUILInthe classroom Days Activity 1: Warm-up (4 minutes) “The goa isto see who can is:the largest number of workplace risks and celated prevention strategies in three minutes. They have to be passed on in a very noisy ‘work environment, Let the suidents know that this is also a way of making sure their voices will arry during the upcoming presentations. Many actors and presenters do vocal exercises before speaking. “Have the students fine up in two lines facing each other-lines A and B. The lines, should be at the opposite ends ofthe classroom. People are partnered with the person in the other line thats immediately opposite. ll ofline A, allt once, begins to hare one workplace risk for employees. The partner in line B repeats the risk and _makes a suggestion about how to prevent it.The person on the other side repeats the prevention strategy and presents another risk, and so forth for three very noisy minutes. The exercise helps get rid of inhibitions. Students keep score themselves. Activity 2:Practising for presentations (6 minutes) ‘Halfway through the six minates tell the students they have three minutes lef. ‘Remind them when one minate remains. This will help you stickto your time schedule and help the students to use time more efficiently Activity 3: Presentations and discussion (45 minutes) ‘During the presentations, the rest of the students take notes individually on the prevention plans developed ty the other groups. The outline for writing the notes is. presented and posted. The notes are to include: + name ofbusiness; + five workplace-related risks and prevention srategies; + five worker-related risks and prevention strategies; + one suggestion for improving the presentation, Bach group is applauded. Immediately after the presentation, each group is asked to ‘comment on what they did well and whet they would do differently next time. Your feedback s given thereafter (verbal and by the evaluation sheet). Positive aspects are stressed, Activity 4: Analysing progress in achieving the week's outcomes (S minutes) ‘Thisis an opportunity to summarize and celebrate the students’ accomplishments. ‘Many willbe highly critical of their language skills. They may need help in seeing ‘that you value their efforts and risk-taking This is an accomplishment worth celebrating. ‘Return to the week's outcomes, moving through them one by one, deciding ‘on whether each outcome has been achieved or not. Students can use the “thumbometer to show the extent to which outcomes have been achieved..The ‘thumb pointing upwards shows full achievement ofeach planned outcome and bby turning the thumb downwards like a dal students can show lesser degrees of ‘outcome achievement. After assessing the achievement ofeach outcome, mirror ‘back tothe students in summary statements what you feel the students are tellingyou. Askif there is one thing they would like to do more of next week that would help tem rolearn more. ‘Teacher's personal reflection ‘Since tis is the first week, iis important to assess what areas of language need ‘to be worked on. The suggested grid below can serve asa vehicle for discussing, with other colleagues those aspects of language you would al agree to focus on uring. given week. This kind of coordinated approach can help foster more repid (Chapter 9: Starting CLL in Ue assroom Core CLIL features focused on during the first weekin vocational education “The following chart highlights those core features of CLIL. which were applied during the previous activities. developmentin language growth. SSS SS ‘Language outcomes evaluation grid for teacher ‘Oral production of CLIL language (presentation) ‘pirksalsed withresul sarlmprovemenlneeded. comments tee + {&oFCLIL language use during presentation Fluercy Pronunciation ‘Sentence structure envoys the meaning Presentation structure (inlrduction, core text, conclusion) Written production of CLIL language (summary) ‘Use of verb lenses Use of regular verbs ‘Adverbs ‘Adjectives ‘Quantifers Specific vocabulary ‘Sentence sructure Connectors Pronouns Numbers ‘Summary struclure (introduction, corpus, conclusion) Other Mute foous Safe and oniching environment Authentety + tanguogeieernneinnon: = usingroutine actos + suerte larswage case > dapiovn lnquage and lenginge nce + content scauisiuonin, eantont + pecemmoidating student longings cesses + bulcirgstudentconteoncs invests + integrating several subjects, using learning centres. + -conrecting learning and the + crosseuncuiarthemes/ + ascessingautenic students! hes prints tiateale/envranments connecting wth speakers of + reflection on the fearning + student awarenass of and ‘the CLiLianguage process ‘own angus + acing surortmeterais ‘Active tearning ‘Scaffolding Co-operation + students communicating » bulldingonia student's + panningjassonsin co: ‘more than teacher existing knowledge, skills, Operation with CLIL and + stutomt hls ct earning attitudes terest nd oni teachers outemes oxoarence + invohing parents + students evalateniogess + repsevaargintomatonin + Involingthe local community Inmeeing leomingsutcones —_usertionay wave and autheties + favouring peer co-operative: + responding to ciffereat wor Ieorinesves + egotitng meaning + fost eects arden) * tenchersactingas tects tink + challenging students to take another ste oraCopter: Starting CLL Inthe classroom Guiding principles focused on during week ane ‘COGNITION * ‘content snes and esming skis outcomes are ertculated in eo(pperation with stuxants + leaining builds on a student’ sting kvowlecge, sil, atitudes mtaests and experience + stodenis analyse schieerertofleasning outcomes indepenenhy wit) oter students ang vith the ebche, ad warkto set rew outzomes len. students can synthesize, evaluate anc apply knowledge and skills aoguired in Several subjects Community + students fal tnatbaing members ofa learning ‘communiyisemening + sens eve the set ‘confidence and isto workthing group onthe local commu, Dalai persona ineresis ih {those of cthars parents, teachers and ‘students are partnarsin ecucation «students can defive their rolewinin re iassrsom, ‘gioco! ana to global eonuent Content ‘Contents clearly linked tothe community within. and outside: sft eassio0m _sluenis app ne eontent and develoo related skills “through experiential activities: contentis supstamve without bing overvtiming * content from vetious subjen's ‘sintogsated ‘ulturai contents integrated Imoa) subjects Communication = sudentsatvelvuse the rightto participste in setivties and communication, in the classroom and in the commony + doskplacamant and disolays of classtoom walls and other ‘amiabieresouces spport learn ad communication + students and teachers eonetuet and nosoti serine + language/eommunication silipaveceycloned nal sineats EE} estriee fesinget a — ©) Putting cLIL in motion ‘isi dese ign geasingceone bangs cian tent stream cen has Tea ii resume cs peti eri ese curate ‘Setting your sights on successful CLIL Big dreams and big actions leading to big results this isthe simof CLI ¢ ti isis the simof CLIL, The tltimate goal of CLIL is bilingualism or multilingualism and, as one finds in other ‘educational programmes, academic and personal success Parcof CLIL’s winning game plan involves establishing learning outcomes: + content-related learning outcomes; 1 language-related learning outcomes that support the acquisition of conten; + outcomes related to general learning sil, ‘Anoutcame rescribes the enduring knowledge, ails und attindesthatallowa Student to exercise and apply learning in his or he personal and professional lite ‘More simply pu, itis whata student knows and can do thanks to what he or she has learnt, 101(Onapter 4 Putting CLL in motion From a Dead Poet's Society, sunding-on-the-desk perspective, outcomes area set ‘of opportunities that help expand the student’ repertoire of knowledge (about self ‘and others), skis and options for making the most of life, Learning outcomes can: + provide focus for instruction; “+ provide guidelines forlearning (knowledge, kil, atitudes)s, + provide targets for assessment (in other words they are measurable); + provide a vehicle for involving students in setting personal targets; + facilitate the communication of non-negotiable expectations; + convey instructional intent to others; + provide a framework for final evaluation of earning; + provide a framework for assessment of teaching (adapted from Gronfund, 2004). ‘Mostimportantly, involving students in setting earning outcomes helps them to develop a very importantife kil: the constructive habit of goal-setting and ‘outcome-planning that successful people use on a daily basis. ‘Sample outcomes: ‘Students verily and ply rules and language required for measuring the area of rectangles. ‘Students tnd, select, analyse, synthesize and use relevant information for propating to travel to ancther county. Students analyse the eonflet In Northern Ireland from three cutura viewpoints, ‘There are certain distinctive aspects to setting learning outcomes for CLIL: “Linking outcomes related to content, language and learning skills is challenging, In meeting with CLIL teachers, we have understood that planning. for and focusing om all ofthese outcomes before and during a lesson has intially required considerable effort from students and teachers, but that once mastered, it ‘quickly eads to greater student engagement and learning, Inthe long run, it saves time, ‘Taking into account that language is not the primary subject being taught. Content can be learnt with minimal language. This is counterintuitive, Moreover, focusing primarily on content helps to facilitate language learning. This particulary the case when language learning in content classes receives regular and systematic attention. "Not compromising the quality of content due to alack of language knowledge. Separating the essential from the non-essential is key. Content drives (CLIL programming, Iris the opportunity to use newly acquired content ina ‘meaningful way that captures student interest (Chapter 4: Putting CULn motion Language outcomes are difficult to arbitrarily sequence, as these outcomes are driven by content, as well as student interests and needs, Providing students with the vocabulary and discourse patterns that they need to manipulate the content, when they need them, will help you exceed the demends ofthe sandard languagelearning curriculum. You will just follow a different sequence. ‘There isanced for coordination of outcomes and learning activities development amang wachers ior dens ser teahen coopera ey will bere assimilate that groupwork is a normal part of life and not just something thats done in class. Moreover, without coordination, CLIL isan uphill bate. By develcping joint projects that are marked by several content teachers and the Janguageteacher, or by building a unicaround a common theme, earning becomes _more relevant because it transcends one classroom and has a wider applicaticn. ‘Therefore, learning is increased and, in the long run, a teacher's tasks made sesier. ‘Making inks with native and non-native speakers of the CLIL language. (Contact and communication are the payoffs for language learning. They help learning t> teke rootand flourish, ‘Making inks with the community so that content can be applied in ‘community-based activities. Meaning-making isa social process and itis llthe ‘more meaningful ifa project takes place in ors linked to the ‘real’ world outside school. These are the moments and lessons we do not forget ‘Maintaining a balance between creating a psychologically safe learning environment and encouraging language growth. This sa tightrope act.-You will know you are starting to see-saw if your students stop speaking orf errors are becomingfossilized. ‘Maintaining a focus on learning skills. CLIL is abit of juggling act. Its mukipie focus is better maintained if we keep a spotlight on learning skils, Moreover, ve cannot accept responsibility for our own learning unless we have some idea ofhow ‘we learn. This involves raising awareness of how we learn (eg, our preferred lenrning strategies and styles) and how we think (mets-cognition). This helps us to obtain the ‘knowledge and tools to plan, assess and improve our own learning, I also helgs us to develop mental habits that can contribute to success and happiness.(Chapter 4: Putting CLILin tion View from 5 the field ‘My reality cheek Jama science teacher, not a language ‘teacher | figured twas the language teacher ‘who had to ensure that my students had. sufficient language te handle the content. ‘Ancor ail Just getting through the curiculum ‘even with non-CLIL students can bo 3 challange. Realty started ta sink in when ‘the language teacher said she would try touse some of tho vocabulary was using, ‘ut dd nat really understand science very ‘well realized I had to start helping my ‘students to lea the language they needed, 1 used glossaries and lts of visuals such “charts. I started working to meko everything Aoubiy cleat, Aftor presenting a small piece: of nformation, [kept checking to sce the ‘students understood. 1 worked to get rid of ‘anything extra and focus on the essentials. Anita, | assumed too much responsibilty ‘and spent too mueh time explaining language. Eventually, I deckdedto do more palt- and _groupwork and hands-on experiments. til ‘ed to support tho students by making information avaliable in clear, manageable chucks and by provdingiabelled diagrams ‘and glossaries. | constantly checked for ‘comprehension, providing language on 8 rneedsbe basis Yet, above all, | found that tt ‘tod rally hard to make the topic relevant to the students, to somehow or ether eonnoat {tte thetr ves, the studonts were motivated ‘oleain the eontont. When motivated to ‘estn the content, they seemed to loam the Janguage. (eid not so much have to teach the language, as provide language support and put the language to interesting use, Mare Dumont, selonce teacher, Canada ‘Supporting language learning in content classes “Every subject has its own terminology —language thats common to scientists, mathematicians or actors. A useful first step is to decide what language the students absolutely must know (content-obligatory language) to master the content. The language that could be helpfal, burs not absolutely necessary (content-compatible Janguage) for learning the subject takes a back seat, although it needs to be ‘accommodsted. Content-compatible language comes to the fore as stadents try toexpress their own thoughts in relation to the topic under study. Consequently, content-compatible language is often language that truly interests the student. It can sometimes serve as the foundation into which content-obligatory language can anchor itself. Cloud, Genesee and Hamayan state that content-obligatory language includes 1) technical vocabulary (taxonomy, numerator), 2) special expressions (least common ‘multiple, common ancestral species), 3) multiple meanings of words (mass, table), 4) syntactical features (passive voice, embedded clauses) and 5) language functions ‘which predominate in a particular content area of alesson (informing, defining, analysing, clasifying, predicting, inferring, explaining, justifying, etc). These (Chapter 4: Putting CLL nmtion language abilities are necessary for students to acquire concepts, ask questions, explain understanding, demonstrate mastery and prepare for future learning in the ‘contentarea (Clout et al,2000). Whether itis content-obligatory or content-compatible language, there need to bbe plenty of opportunities for oral interaction among students, We do notlearn to speaka language simply by listening, reading or writing. For aew language to take root, we need to use itin conversation before it can become a lasting part of our output repertorre. The multi-faceted nature of the CLIL approach involves an extra focus on student interests, peer co-operative work and the fostering of citcal thinking, among other methodological strategies. These foster the learning of content and provide increased farums for discussing and otherwise communicating ‘about content. Those increased opportunities support language learning, ‘This view is supported by feedback we have received from CLIL teachers inthe field, When asked what they felt were essential elements in supporting language learning in contentclasses, the answers had litle to do with specific language- learning actives ar support materials. Nonetheless, some of those material are found atthe end ofthis section. However, first we summarize what CLIL teachers hhad to say. The following list was developed based on previous co-operation with a highly experienced CLIL educator named Lynda Boynton, 1. Create a psychologically and physically safe environment ‘Students must fee ree to experiment with the language and not fear making ‘mistakes. Students of all ages need co understand that they, too, must help create an environment where their classmates will fel comfortable ~ safe feom ridicule, sarcasm or physical aggression. This is done through having the cass establish rules and through adherence to those classroom rules; by dealing with problems through discussion: by providing positive reinforcement for efforts to commanicate constructively; andby encouraging students to analyse and improve their own commentary, verbal and non-verbal reactions and behaviours, Above all itis ‘paramount to belive that your students will succeed and to demonstrate your faith in them, 2, Consistently use one language Always strive to use the target language. Initially, when necessary, a student can summarize in the firstlanguage what was said in the CLIL language. guestcan be invited in to cover safety issues in the first language. However, these are bridging techniques normally only used sparingly atthe star ofan extensive programme 3. In the beginning, itis acceptable for students to use the first language _Expectstudents atthe primary level, who are at the start ofa programme, to answer initially in their own language. They will often immediately verbalize structures taught to them inthe target language; however, do not expect ‘spontancous self-expression in the targetlanguage before the third or fourth ‘month. During thes frst months, the students are developing thei receptive Janguage shils. Moce and more, they will understand what you say to ther,(Chapter 4: Putting OIL in motion although they will not yet be able to express themselves easily in the target language. Expect primary students omilangunges during the rathalfofehe yer, partculr Encourage the we ofthe CLIL lmnguage ata ies, secondary and vocational CLIL clase, stent alo micanguages Tit fs manner Oe teers es ae CL language and when posible write them onthe board. Once anexreson bas beer use, consider be prt ofthe saroom repertoire, Toelp stent sid ‘the temptation of relying on you as the only source of language, you can also ask individuals who ae having rouble ining the ight word how © ete point. tcros in another way Won can ak other eden fr inputor guide the dent toa detonary ora voabulay wal Inanpstionoflanguage needs astociated witha new pc some ofthe language cn be posted onthe wallor onthe board in tonance of cas, Donot provide incentives, sch as redeemable castroom cuency for speaking the target language is counterproductive Thi wil eeateastuaton where thestadent onl felt matiated fo lem the anguae in rdf receve extern rewards. Your goal is to develop your students’ desire to learn and speak through thet internal modvadon andthe intnse rewards their learning wilting The primary incentive willbe telerning of subject mater and vhe-joyment of ‘success in communicating in the target language. 4. Speak slowiy andantculate clealy . sractres. However be Speak very deny when noducing new anguage snd : careful notin ovrenaggernte words or speak unitary slowly When planing be tar of the numberof ew words or structures youre inrodcing the sadens to ttany one tine They vl aed be calnged yet comfortabl aot rested or oreroemed 5. Use an appropriate level oflanguage Avoid structures that are roo complicated for your students, but speak in a ‘grammatically correct manner. In order to keep challenging your students, use Jevel of language n class tharis one step ahead of theirs enough to make them, ‘work at it without making ietoo hard. 6, Use facial expressions, gestures and pictures to reinforce meaning ‘Contrary to whatis often common practice, have students listen carefully tothe ‘new words to try and discover the meaning in the target language before you show ‘the visual aids. This way, the idea registers first the target language. 7.Repetition is required . on willhelp students to grasp meaning and create a sene of security. "They wien ropeatto themselves then ocular sey develope receptive language skis, When they become more comfortable with the language, ‘hey wil begin to repeat he vocabulary outloud and express themselves somewhat ‘more spontaneously. In particular with younger students, this is where an established routine forthe beginning of exch day helps Chepter 4: Putting LIL mation 8, Make it meaningful ‘The language, themes and content of classroom lessons mustbe relevant and of interest tothe students. Inially, this means focusing on the students themacves, their family, their school and the community Later on, it can include music, loce) ‘issues, school events, the erviconment, problems in the community, community ‘workers, sports, fashion, healthy lifestyles, etc. Also, by concentrating on sslving problems that require critical thinking and co-operation with small grcups of peers, students become more engaged and interested in learning. By tapping into the experiences, personal interests and ‘background of the students, and by really challenging them to think, the work students do in school becomes more meaningful, euthentic and zelevant to theit lives 9. Provide a variety of language models Students need to hear the CLIL language spoken by different people indifferent ‘contexts. The language of school does not always suit everyday situations. Invite ‘Quests into the classroom ani arrange field tips, Establish a buddy system between,

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