CLIL - Content and Language Integrated Learning CLIL CLIL - Content and Language Integrated Learning
| IATEFL Conference Brighton Centre Brighton 16th to 19th, April, 2011 |
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| I enjoy the tidying up part of an
event because it means that I sit down and write to people and
friends I've met, some new and some old (friends that is). |
 Brighton pier |
| I met a number of people,
some key to the work I do, some just plain interesting and some
representing areas I've never had experience in, but will now go
away and find out more. |
 Most photographed bus shelter in Brighton |
| I met up with Sophie from Cyprus who spoke about the implementation of the PROCLIL project there. By all accounts the project is very successful and is worth keeping an eye on as it reflects 4-5 years of work in pre-primary and primary CLIL, and is now at a stage where parents and schools are approaching the coordinators to ask to be included in more schools and an expansion of the project in the future. |  PROCLIL project |
 Expansion of the project |
 In short, the kids are happy and learning. |
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I sat in on the Picturebooks Symposium. The reason for my interest in this is my daughter, 3, and a project I'm working on myself which will include 3 and 4 year olds and a bilingual Bulgarian-English play group. |
 Old Ship Hotel |
 I The
Royal York Hotel |
| I always enjoy listening to Sandie Mourao talk, it's like listening to someone telling a story from a picturebook. The message here is that picturebooks are more than stories, they are an interplay between pictures and words which tell a story by supporting and extending each other. |  |
| I gave a talk about Speaking in Content where I outlined my
thoughts on what CLIL can offer for supporting talk in the foreign
language subject classroom. My presentation is uploaded here. Some of the key slides follow. |
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| First of all we talked a little about principles in CLIL, and this refers to being clear about cognitive, procedural, and linguistic skills involved in CLIL learning and planning for them. |
 More on this and the language dimension on onsetopclil.com |
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We talked about being aware of language on three levels in the foreign language content classroom and preparing for each. Subject-specific vocabulary may need structuring in map form to make the load lighter for learners. Macmillan are in the process of publishing software online so that teachers can create their own, and access materials we've written in this form to download and the VPS Science and Geography both contain many diagrams of vocabulary in simple task form for learners to practice key vocabulary. |
CMAP is a site, a project, which offers a similar tool. Here you can produce maps with not only noun phrases in the cells, but other parts of sentences on the branches and so produce a diagram of chunks of language in content areas. This lends itself to producing materials for paired speaking. |
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We also discussed to a certain extent a definition of CLIL. I
believe that CLIL is about the supporting of language in content. It
is the support which differentiates CLIL from immersion and
bilingual approaches. If children don't need support, if they are
functionally bilingual, if they have the study skills to cope in a
second language, then what they experience in the classroom isn't
CLIL. CLIL is about providing support where it is needed and to be
honest it is this aspect which attracts me to CLIL. My motivation
comes from identifying language needs in content and providing for
those needs in class. Macmillan have started a series called Your CLIL and the first piece is available on the onestop website. This is the beginning of a language audit which will arm language and content teachers will basic information about 'general academic' language that appears in a given content subject to be able to a) give reference to it, and b) practice it in lessons (probably language lessons, though not exclusively). |
We went through a lot sample tasks which follow the principle of identifying language needs and providing scaffolding for them in task. Rather than link them all here, I'm just providing a few. If you would like the rest, please feel free to write to me and we'll talk about it.
Gapped single responses (whole
class)
Gapped multiple responses (pairs)
Information searches (origin)
Presentation work (groups)
Information transfer (diet
and disease)
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The last item on the list is a conclusion in video and it shows two students from a chemistry lesson talking through a process after having received substantial practice and scaffolding. The texts are the transcriptions of the children's utterances. I think they did very a good job. |
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I met Rita Kupetz (prof Dr)
(rita.kupetz@engsem.uni-hannover.de) in Rita is co-writing a book on interaction in CLIL scenarios |
 Fish and chips, had to be done... |
 The Brighton Centre |
I also met Makoto Ikeda (PhD) (makoto-i@sophie.ac.jp) Associate Professor of English Philology and English Language Education at Sophia University in Tokyo and who is promoting CLIL in Japan. |
 I met Elvis Presley |
 and the Buena Vista Social Club too!!! |
| There were many other people too, and the
40 colleagues who gave me their emails are now in my contact network
and I'll invite them to join us i the
factworld e-list. The next conference will be in Glasgow, my money is on Lulu to turn up at the event and get us all moving and shaking... we'll see you there. |
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| This page was set up prior to IATEFL
Brighton 2011 to list the CLIL events happening at the conference. There is a lot going on! |
If anybody attended any of the sessions listed, let us know and give us some feedback! |
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Sat 16th, 1040 - 1140 Room 9 CLIL projects for young learners Hanna Kryszewska Sat 16th, 1445 - 1530 Room 9 Through the looking glass: CLIL in practice Kay Bentley Sat 16th, 1735 - 1835 Room 9 Seven effective ways to CLIL at secondary level Noreen Caplen-Spence Sat 16th, 1650 - 1720 Room TBank Cooking up CLIL, without a kitchen James Beddington Sun 17th, 1025 - 1055 Room Syndicate 2 CLIL at secondary level: principles and practice Stella Kong & Philip Hoare (Hong Kong Institute of Education) Sun 17th, 1130 - 1215 Room 10 Voices from CLIL primary and preprimary classrooms Sophie Ioannou-Georgiou (Ministry of Education and Culture, Cyprus) Sun 17th, 1335 - 1420 Room 8 CLIL teachers' continuous professional development: reflections from a research study Sandra Lucietto Sun 17th, 1335 - 1420 Room 11 CLIL or SBLT? For an EFL primary school context Nam-Joon Kang (Sookmyung University) Sun 17th, 1335 - 1420 Room Syndicate 2 The IATEFL Interactive Language Fair (ILF) CLIL: Meaningfully integrating content and language learning at a Mexican university Natanael Delgado, Maria del Carmen Reyes Fierro & Katherine Grace Duran Howard (University Juarez of the State of Durango, Mexico) Sun 17th, 1435 - 1535 Room Boardroom What works and why - Evidence-based teaching in CLIL Alex Thorp & Martyn Ford (The English Language Centre Brighton) |
Sun 17th, 1610 - 1640 Room 10 CLIL and young learners – Making the match?! Sabrina Bechler (Frankfurt Goethe University) Poster Presentation Assessing written academic English in the CLIL world Jody Skinner (Universitat Koblenz) Sunday 17, 1655 - 1740 Room 11 ‘Doing geography’: integrating content, language and critical thinking Michele C Guerrini (MCG Content and Language Network) Monday 18, 1025 - 1110 Room Syndicate 4 Language and the CLIL teacher Mary Spratt (Freelance) Monday 18, 1145 - 1245 Room 15 Picture books and cross-curricular themes Carol Read (Spain) Monday 18, 1145 - 1245 Room Syndicate 2 CLIL – Developing speaking in content Keith Kelly (Freelance) Monday 18, 1345 - 1415 Room Skyline Do some variables affect students’ and teachers’ views on CLIL? Diego Rascon Moreno Monday 18, 1430 - 1515 Room Skyline CLIL: what benefits, who benefits? Anthony Bruton (Universidad de Sevilla, Spain) Monday 18, 1550 - 1820 Room 8 Language Learning Beyond the Classroom symposium Convenor: Linda Mesh (Siena University Language Centre, Siena, Italy) Ivana Marenzi (L3S Research Center) & Rita Kupetz (Leibniz University of Hannover) will conclude with a presentation focusing on the important role teacher education plays regarding the dual applications of CLIL (Content and Language Integrated Learning) methodology and Web 2.0 social networking tools. Tuesday 19, 1025 - 1055 Syndicate 4 Training the CLIL teacher: an in-service model John McMahon & Liz McMahon (British Council) |
| 21.04.2011 |
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