Cafe CLIL - Stretching Content

Links mentioned:
Science Across the world projects https://www.factworld.info/en/Science-Across-the-World
Sample student exchanges https://www.factworld.info/en/Science-Across-the-World-exchanges
UNSDGs – Journals and courses https://www.factworld.info/en/Bulgaria-FACT-Journals-Issue-26
TrashedWorld www.trashedworld.com

Café CLIL 15
– Summary (AI generated)

Content Stretching in Language Lessons
Keith and Phil discussed the concept of stretching content for language lessons, moving beyond packaged units in textbooks to more integrated curriculum skills that are recycled across different contexts. Keith explained how Anglia School identifies overarching curriculum skills, such as graphing, which are repeatedly used in various forms to enhance learning. Phil agreed with the idea of recycling content and suggested that resolving content within institutional limitations could help.

Language Teaching Content Resolution
Phil and Keith discussed the importance of resolving content in language teaching, emphasizing the need for students to understand the purpose of their learning. Phil noted that teachers can use situations to stretch and deepen content, even within the constraints of their institutions.

Situational Curriculum Structure Overview
Phil explained the structure of a situational curriculum, which includes eight key components: what, how, what for, and who for, as well as actor, recipient, objective, and medium. He described a scenario where students would collect health habit data from another class using Google Forms, analyze the data, and present findings and advice to their peers. Phil emphasized that once these parameters are clearly defined, language teachers can plan lessons effectively.

Language Curriculum Framework Discussion
They explored the idea of using a situational framework to engage language learners, drawing parallels to the "Science Across the World" program's approach of thinking globally while acting locally. Keith shared an example from his school, "Yummy Stories," which combined storytelling with science and cooking activities to enhance learning.

Situational Context in Language Learning
They emphasized how language is influenced by the audience, procedures, and the need for learners to become experts in specific content areas. Keith shared an example from a training in Georgia where colleagues developed an integrated curriculum approach focusing on overarching skills such as graphing, surveying, and data handling, which align closely with cognitive discourse functions. They concluded that starting language instruction from thinking skills rather than language itself can make content more meaningful.

Content-Driven Language Teaching Approaches
Phil and Keith stressed that language should serve content rather than the other way around. They explored how the Communicative Approach often fails to prioritize meaningful content, leading to disappointment among learners. Keith shared a project he worked on with the movie "Trashed," which led to the creation of the Trashedworld.com website. This resource offers thematic content on waste and the environment, including materials for young learners and connections to the UN SDGs.

Language Learning Engagement Strategies
Phil and Keith discussed the importance of creating opportunities for language learners to engage with content in a meaningful way. Phil shared an example of a language exercise using a picture book about daily routines, which he adapted to explore cultural differences and language use. They agreed that language teachers have more flexibility than content teachers to incorporate language learning into various activities. Keith mentioned the eTwinning platform as a tool for teachers to find partners and collaborate on projects, using student stories and films to motivate learners.