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Article: Planning CLIL lessons

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. b) Academic language proficiency Teaching in L2

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Putting CLIL into Practice - A CLIL book from OUP. It feels like it has taken years to get this book together, but actually, it's about two years. OUP have provided us with a publicity flier which I'm posting here so that any interested colleagues can see what to expect. In terms of content, one of the main things I think we offer in the book is a clear description of a framework for describing and implementing CLIL practice. CO-CLIL HANDBOOK Language in content instruction download pdf As its title indicates, it is a Handbook with a specific focus on Language in Content Instruction. It offers information, advice and encouragement on the everyday practicalities of a wide range of relevant matters such as the learning of vocabulary, the role of grammar, the teaching of listening, speaking, reading & writing, the development and the application of thinking skills and learning strategies, the opportunities offered through task-based instruction and the possibilities which arise in the area of assessment and evaluation.

TECHNOCLILEVO16: Primary school Hi everyone! I think that Flipped Classroom is a way to change teaching, but... it's difficult to use in Primary school, isn't it? For better didactic planning I want to share some previous questions that teachers have to suppose. Good luck for your innovative teaching! - How can I organize school time? Article: Skills for CLIL In this article John Clegg outlines the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) requires. 1. Introduction What I want to do in this article is outline the language and learning skills which a learner learning a subject through the medium of English as a second language (L2) will need. This learner is typically learning the whole of the subject in English for some years or throughout schooling.

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? Give CLIL time Rosie Tanner and Liz Dale are Content and Language Integrated Learning (CLIL) consultants and teacher trainers based in the Netherlands. They are the authors of CLIL Activities: A resource book for subject and language teachers. In today’s post, Rosie and Liz look at the value of ‘slowing down’ in the classroom, in the context of CLIL. A personal resolution of ours recently is (yet again) to slow down. This video, “Creativity requires time” caught our attention, because it shows that slowing down actually can help creativity. The clip shows that if you give students 10 seconds to perform a task, they all come up with the same – or pretty similar – answers.

English as a Lingua Franca - What is ELF? English as a Lingua Franca (ELF) refers to the use of English as a medium of communication between peoples of different languages. We include as potential ELF users both those who speak English as an additional language and those who speak English (in any of its social, regional and national varieties) as their main language. So, if you are speaking English with another student who speaks English as an additional language, whether or not English is your main language, you are both using ELF (VOICE/FAQ 2009). ELF has been studied by linguists interested in how its grammar, vocabulary and pronunciation is different from other varieties of English (Seidlhofer 2005). If you have grown up speaking English, shouldn't ELF be easy? A number of linguists have suggested that this isn't necessarily the case (Graddol 2006, Rajagopalan 2004, Smith 1983).

What is CLIL? CLIL stands for Content and Language Integrated Learning and refers to teaching subjects such as science, history and geography to students through a foreign language. Learn more here. The term CLIL was coined by David Marsh, University of Jyväskylä, Finland (1994): "CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language." However, CLIL teaching has been practised for many years, from the Babylonian era to the early sixties when bi-lingual education was introduced in many schools around the world. Even if you are unaware of the term CLIL, you may already have been using CLIL methodology for many years.

LIMEN - a Latin teaching portal - Indwelling Language ...supporting the practices 1. The best "materials"... Web2 - 4 Languages Teachers - Web2.0 tools I am in the process of moving these links to separate pages as there are now too many on a single page! Click on the links below or the newly created pages in the side menu to access these tools. I have located many of these tools through Richard Byrne's Free Technology for Teachers blog.

Students favour online technology in 'flipped' classroom models Kimberley Santos, 15, uses online technology at home to help with her studies. Photo: Kate Geraghty School's in but dad ran over the iPad As school kicks off for another year, an increasing number of teachers are ditching traditional teaching models for "flipped" classroom programs, which rely on engagement with online learning content at home. In a "flipped" class structure, students complete the traditional aspects of schoolwork at home through online technologies such as videos, podcasts and interactive forums. The students then head to school for more discussion-based, university-style lessons. Digital Literacy and Open Content Curation for CLIL Digital literacy is surfing the net with a critical eye. Designing a digital project, including digital resources and content in it often involves remixing content created by others. Digital citizenship implies the responsible use of online images, texts, videos, audios and so forth. We must learn to respect copyright, and to identify where we have found images, text, sounds, videos, and so on, so we can teach our students to be respectful too. Part of digital citizenship and literacy is that we have to responsibly use online materials.

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:

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