Professional Documents
Culture Documents
Head of the English and CLIL department & Erasmus+ projects co-ordinator
CLIL
•CLIL is a tool for the teaching and learning of Content AND Language. The
essence of CLIL is integration.
•Pupils are likely to learn more if they are not simply learning language for
language’s sake but using language to learn new content.
3. Subject and language teacher teach in the same lesson. Subject teacher speaks
in the mother tongue and L2 teacher uses the FL.
4. Subject and language teacher teach in the same lesson. Both subject and language teachers
speak in the FL.
6. Subject teacher speaks in L1 but get pupils to speak, listen to (through other sources), read
and write in L2.
In Finland…
Jäppinen (2006) examines the effects of CLIL on
thinking and content-learning processes. The
data indicate that it has good repercutions on
both aspects and makes subject matter
acquisition easier.
1. Overview of CLIL in Europe
In Germany…
Studies suggest target language gains in terms of
lexis (Woode 1999) and general coomunicative
competence (Velázquez 2007). CLIL cohorts
perform as well as, if not better, that their non-
CLIL peers in subject matter.
1. Overview of CLIL in Europe
In Italy…
Coonan (2007) uses quatitive research through
interviewing teachers. CLIL has a positive
bearing on the way students learn content, their
motivation, and their degree of attention in
lessons. The interviewees consider that this
educational approach increases cognitive
complexity and flexibility in content and language
integration,but does not result in simplification of
learning objectives.
2.- Research in Spain says…
LOE
Children perceive reality in a holistic way
CLIL
BICS CALP
The ELT child
I’m theoretically
on my way to
Proficiency!
Throw them in at the deep end!
Throw them in at the deep end! English
I’m CLIL-ing!
Communication? It’s a fair deal. Here’s English
1. Collaboration
2. Communication
3. Colegiality
4. Choice
5. Criticality
6. Cognition
7. Creativity
What do we do at school?
We teach Science and Art and Crafts through the English language
using a “hard” CLIL approach
Tres tipos:
-Associations school to school (KA219)
-Associations in school Education (KA201)
-Associations between Educational Auhorities
KA1 PROJECT: “CLIL in the Primary classroom”
CEIP ANDRÉS GARCÍA SOLER
•Bilingual school since 2009.
•Need of training abroad
•Need to make contacts with other schools
• Share our experience using CLIL and get to know other approaches.
Project phases:
• What teachers are taking part? Need criteria for selection.
Riga Classical
Redhills Primary
Gymnasium - LATVIA
school- UK
SPAIN
Aim:
- Use a soft CLIL approach when
teaching the FL to develop common
projects with other European CLIL
schools through erasmus which will
contribute to an integrated curriculum
COMPETENCE-BASED
PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities
from the three countries
School year 2015-16
Autumn term: Tudor times
Spring term: Famous people
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities from
the three countries
https://www.youtube.com/watch?v=bfAXrSO8OKQ&feature=youtu.be
(Example of a part of a final task)
EXAMPLES OF CHILDREN´S TASKS
Throughout our Erasmus+ project, we have carried out some common projects
with the other schools:
https://www.youtube.com/watch?v=AAXj_vlS_hE&featur
e=em-upload_owner (video Henry VIII – Lucía)
https://www.youtube.com/watch?v=X0pLs7bpBxU&featu
re=em-upload_owner (video Shakespeare – Antonio)
Examples of children´s tasks
•https://scratch.mit.edu/projects/115770746/
•https://scratch.mit.edu/projects/115770029/
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
Spring term: Famous people
https://www.youtube.com/watch?v=QWlwLEzedKU
(Example of a part of a final task)
This project includes …
- Transnational visits where teachers are the
only participants and whose main objective is
to coordinate the project.
- Shift from using the language for its own sake to actually using it to learn content.
- More interaction.
https://vimeo.com/173879831
Link the school work with
families and other stakeholders
- Website or blog http://www.clilenglishags.com/
- Facebook group
- Twitter group
- Etwinning through twinspace
- https://twinspace.etwinning.net/11246/home
- Educational Authorities website
- Social media
ETWINNING
- We build up links with schools
across Europe. We don´t need
paperwork.
ANGLOMANIA
OUR EXPERIENCE
https://www.youtube.com/watch?v=8X4_2ZvJ
u4g&feature=share
https://vimeo.com/231119722
MORE TESTIMONIALS
https://twinspace.etwinning.net/29180/home
Our twinspace
KA1 PROJECT: Learning differences
and Inclusion in CLIL teaching
- 3 CLIL training courses
- A 2 months teaching assignment in Riga
KA1 PROJECTS: Hosting teachers
Teachers coming over for job-shadowing (Latvia,
Poland, Italy, Hungary, Netherlands, Romania)
SPAIN
UK
LATVIA
ITALY
Focus of the project:
- CLIL & Bilingual Education
- Competence-based projects for English
Literacy
- Character-based learning & Inclusion
- Intercultural competence
What do we want to assess by the end
of the project as far as children are
concerned?
- To what extent Erasmus+ favours children´s
sociocultural competenece
- To what extent Erasmus+ favours children´s
linguistic competence
What have we found out so far?
SOCIOCULTURAL AWARENESS
- Children working within an European schools
network are more aware of “themselves and others”
and differences more significant with those who
have travelled. Erasmus+ children are considerably
more broad-minded.
https://vimeo.com/223442480
Testimonials
https://vimeo.com/239117484
Testimonials about the trip to the UK
School years 2016-17 & 2017-18
https://vimeo.com/251834041
More testimonials
https://vimeo.com/258102378
Italian children
Thank you for coming!