Café CLIL. Café CLIL is an online forum for small group discussion in SKYPE on specific areas of content and language integrated learning.
Café CLIL is an informal way for CLIL professionals to meet and discuss issues of relevance to their work, record the discussion and archive it online for others to access, listen to and comment on. All the recordings for the discussions can be listened to at FACTWorld. Discussion 1: Getting started Networking for CLIL seems only to happen in the sphere of ELT. Why is that? Listen to discussion 1 here. Discussion 2: The ideal CLIL teacher profile Listen to discussion 2 here. A record of learning experiences. My Learning Diary : CLIL EVO 2016 Final - Google Slides. Article: Planning CLIL lessons.
By John Clegg To overcome the language barrier, CLIL teachers need to plan their lessons to include language support as well as content teaching.
John Clegg explores the strategies that can be applied. Teaching in L1 If you teach a subject in the first language (L1) of your learners – or in a language in which they are fluent – there are some things which you normally feel you can count on. I’ll mention two: basic language ability and academic language proficiency. a) Basic language ability Most teachers feel they can count on their learners being able to use the language of learning; in other words that they can talk without struggling with vocabulary and syntax; that they can listen with reasonable understanding to people talking at some length about a topic; and that can read and write at least at a minimally skilled level. If you teach your subject in a second language (L2), you know that you normally can’t count on these things. Vance Stevens presentations. Talks for teachers - videos. TOOLS FOR CLIL- BY ELISABETTA NANNI. Università degli Studi di Foggia. CLIL Magazine.
Fall 2016 Spring 2016 Fall 2014 Spring 2014 Fall 2013 Spring 2013 Winter 2012.
CLIL Materials. Great videos sites with CLIL content. Free online courses from the world's best universities. The Role of Videos. CLIL Webinar - CLIL Media. CLIL Webinar Comparison. CLIL-CD > CLIL-CD > Video. Why CLIL? CLIL. CLIL EN. Clil call en. CLIL: An interview with Professor David Marsh. David Marsh is a leading expert in CLIL.
Following David’s presentation at the 2008 Directors’ Conference on ‘The impact of CLIL in Europe’, I contacted him to find out more. Ed: What is CLIL? Does it cover a single educational approach or many? DM: Content and Language Integrated Learning (CLIL) is an educational approach where some content learning (like a topic on global climate, or a subject) is taught in an additional language (such as English language in Korea). It is a single educational approach which involves very different models. Ed: What are the aims of CLIL? DM: The aims depend on the model used. These can be seen at www.clilcompendium.com. David Marsh on CLIL.
Audio. Framework EN. Rethinking Education. What is it?
Rethinking Education was set up in 2012 to reform education systems across the EU so as to meet growing demand for higher skills levels and reduce unemployment. The initiative focuses on three areas in need of reform: quality, accessibility, funding. Reforms should be designed to: raise basic skills levels, promote apprenticeships, promote entrepreneurial skills, improve foreign language skills. Why is it needed? With labour markets and the demand for skills changing, education systems need to adapt so that they can cope with the rising demand anticipated over the next decade.
Despite widespread investment, education systems in several EU countries are still unable to meet these challenges, and EU countries still fall well short of the target of fluency in two foreign languages for all school-leavers. It is therefore vital, especially in view of the austerity measures in place across the EU, to distribute educational resources efficiently and effectively. What has been done so far?
Assuring Quality in Education. Metodología y Recursos CLIL/AICLE EMILE. Brainstorm. Ancient Greek Tutorials. LIMEN - a Latin teaching portal - Indwelling Language. ...supporting the practices 1.
The best "materials"... ...for the face-to-face element of any language class are the students themselves—their lives, interests, activities, and ideas. Interacting about these things can happen informally, but you might have an easier time with a preset activity such as Circling with Balls or a formal system such as Discipulus/a Illustris. As long as you are speaking naturally (sheltering only vocabulary, not grammar), Circling when necessary, students will hear tons of repetitions of high-frequency features of Latin that they will encounter in any text they read. 2. ...such as pictures (including optical illusions), weird inventions, current events, students’ real-life skills, mystery, random items, short films, and even the view from the classroom window are all good generators of Latin input and conversation, as long as they are interesting enough to hold students’ attention per se or through the personalization that you create through questions. 3.