The British Council in Latvia organized a two-day introductory workshop on content and language integrated learning for 27 teachers from Dugavpils on April 20-21st 2006.
Teachers attended the workshop in twos and threes mixed subjects including English, Maths, Sciences, Business studies, German, Culture and History with the aim of preparing participants with a basic understanding of what CLIL involves and get them started in the field back in school
… Inta Baranovska gets us started …
The plan is to carry out follow-up workshops in Latvia focusing on materials design for specific subjects in the Autumn and bring in teachers from other towns and cities around Latvia.
Inta Baranovska from BC Latvia booked us in to the Baltic Beach Hotel in Jurmala on the Baltic coast. The teachers were offered a programme presenting tasks for language skills development through content subjects including examples of Geography, Biology, History, Chemistry and others.
On day one the teachers investigated language demands of specific subject texts and set about designing visuals for information transfer and in doing so provide learners with instruments for highlighting core knowledge within text.
… identifying structure in texts …
We also considered what makes a good listening activity drawing up a check list for evaluating listening tasks and conclusions focused on ‘semi-scripts’ as a tool for teachers to offer good models of language for listening in their subjects. Semi-scripts play a central role in content and language integrated learning for learners to be guided during listening tasks.
… reading and discussion …
Colleagues practiced a number of speaking activities including a Biology Question Loop and tested their knowledge of the vocabulary of the digestive system through word activating tasks.
… group food presentations …
We looked at presentation work in the classroom…
… the group had the homework of preparing a one-minute presentation on a new food product with a Latvian theme
Inventions were very creative and the winning team developed a Latvian Laima Chocolate ice cream cone.
Day two focused on Science Across the World as a manageable project for getting started in CLIL.
… debating and discussion work …
Teachers were offered background information on the Science Across programme as well as several example materials from the 20+ topics including Road Safety, Talking about Genetics, Climate Change, Eating and Drinking and many others.
… investigating speed reactions in the group …
Colleagues were then taken through sample activities which represent the focus on survey work and investigation in the classroom which make up the core of the Science Across programme.
We spent the afternoon at a nearby school to make use of their computer room and internet facilities so that colleagues could sign up to the Science Across programme (currently free for teachers in Latvia).
… signing up to Science Across …
A CLIL Latvia yahoogroup was set up to facilitate communication among teachers in the network in Latvia and participants were given the opportunity to browse the Science Across site, check out the materials and also begin to make some decisions about getting started on the programme back in their schools.
It was a very positive feeling at the end of the two days, there is a lot of experience in bilingual (Latvian-Russian) education in Latvia and the teachers were pleasantly surprised by their own success in the English language at the workshop, despite my Manchester accent!
There was time set aside to action planning for a return visit and workshop in the autumn which will focus on materials, language development for teachers and networking.
We are already in discussion about this visit and an autumn visit has been penciled in the calendar to coincide with a similar visit to Estonia.
CLIL Latvia, preparing for training...
The British Council in Latvia organised a three day workshop for teachers of content subjects and ELT in Jurmala this week, April 11- 13, 2007 at the Lielupe Hotel on the Baltic coast.
This is the third workshop over the space of a year for a group of teachers from Daugavpils and Ugale in Latvia.
The workshops have focused on basic CLIL principles, materials writing, and piloting CLIL in classrooms in the teachers’ schools.
This meeting brought them together to take a look at training teachers for CLIL, to consider if they might play a role in a trainer training follow up to this project.
Inta gets us started
This is the last meeting in the project financed by the British Council in Latvia and the project in its trainer training stage will be taken over by the Ministry of Education.
Inta Baranovska will be coordinating the project from her post at the Min Ed.
The programme included:
Micro-teaching lessons and observation
Follow up open forum
The teachers were given an introductory session on lesson planning with specific reference to CLIL lessons and asked to discuss what makes them different from regular content lessons.
There are clear differences as indicated by the handout lesson template.
Carrying out observation...
The teachers were also asked to carry out small-scale observation tasks within this group. The aim of this task was to stress how classroom observation needs to be restricted and focused.
The colleagues were given an observation task card and this meant they were either observing:
'body language’, ‘facial expressions’
‘movement’, ‘topics of conversation’, ‘grouping’,
After the coffee break where this took place the colleagues grouped up with those teachers with a similar focus to share data gathered and they presented their results to the group.
Micro-teaching mini lessons...
The teachers had had homework to prepare for the event. This involved them preparing a mini lesson with CLIL activities. The idea was that the teachers would be observed by a small group of their colleagues in this group, they would be given interview time where the observers could reflect on the lesson with the teachers who presented the lesson.
The teachers were asked to be very clear about the aims of their mini lesson as this would form the basis for the observation by their peers.
The lessons were particular interesting and diverse and were very rich in CLIL ideas.
Micro-teaching tasks and preparation
Tasks and groups
1 Business and Economy, advertising forms, objectives, styles
Inesa and Svetlana
Introducing specific terms related to the topic of advertising
Evaluate some advertisements using these terms
2 Maths (quadrilaterals)
Inese, Iveta, Svetlana
Speaking activity through forming sentences with features / characteristics of quadrilaterals
.. to enlarge vocabulary…
3 Physics (gravitation)
Oksana, Larisa, Svetlana
To focus on vocabulary connected with gravitation
Revise Physics terms
Collecting terms for describing gravity (written)
Develop students’ reading skills
4 Biology (seed disposal)
Olga, Helen, Tatyana
Development of reading skills via information transfer from text to chart
Group activity to check understanding of the text
5 Measuring the volume of different objects
To introduce vocab to do with the volume of different objects
Do practical work on volume of different objects in a lab
6 Geography (internal waters)
Teach factual knowledge about rivers of Australia (…)
Develop reading skills (fill in a chart)
7 Art and Maths (making a portrait)
Olga, Alena, Ludmila
Combine two lessons
Introduce the terms denoting geometrical figures in a Maths lesson, but using them in speaking in art
Doing practical work
8 History of Ancient Egypt
Lidija, Iveta, Inga
Learn about social ranks of ancient Egypt
Develop reading activities through information transfer
Listening activity, fill in chart
9 Biology and English (research work and global problems)
A case study of a student projects at Ugale school
Task: reading and matching connected with global problems
Colleagues looking through Anita's materials...
Outline of a research plan
The colleagues were asked to spend the time observing one mini lesson, discussing their observations and then preparing feedback for the teachers they observed.
I didn't get any pictures of this stage as I had plenty of discussing to do myself!
It seemed to work well. The teachers made good use of the opportunity to reflect on what they observed and also to enable each other as teachers to reflect on their teaching based on their mirroring of the lesson.
Inta and colleagues will post to the network of schools around Latvia an advertisement asking for colleagues interested in working on a training programme within the project. The details of the project and how it will develop are still at their initial stage but there will be a period of training for a small group of trainers from the teachers’ group and possibly newcomers to this group from other schools around Latvia.
There will be an initial visit to film CLIL lessons at volunteer schools which will form the basis of a publication as a handbook for CLIL for teachers and schools in Latvia. The publication will also serve as a basis for future teacher training projects in Latvia.
The project will build on contacts with pre-service teacher education initiatives in Latvia as well as the successful mentoring programme which is already in place.
So, this wasn’t really the end of a project but the beginning of a new one! Come back to the Latvia section to see how it grows from here.
CLIL in Latvia – Taking the Project Further
Inta Baranovska (Inta.Baranovska@britishcouncil.lv) and Sandra Prince (email@example.com) of the British Council in Latvia organised a three days of CLIL activities from the 27th to 29th September 2006.
The events started with a visit to the State Gymnasium in Daugavpils where we observed two lessons integrating content and language.
The first was a year 12 English lesson which focused on genetics and the issues related genetic modification and the second was a year 12 lesson in Mathematics on Trig Functions and their graphs.
Daugavpils State Gymnasium
The lessons were very interesting with students communicating through the medium of English for a range of purposes. Students gave PowerPoint presentations, they debated issues, they translated, they solved problems. It’s the beginning of an initiative where the teachers will be teaching more of their subject integrating language and content and is part of a large project with teachers from around Latvia. There are clear similarities with the CLIL projects in Lithuania and Estonia given the need for resources, training, management support and language development for teachers.
Year 12 English lesson with a focus on Genetic Science
There was a meeting with 8 local head teachers as well as with teachers from the State Gymnasium on the issues related to CLIL, teacher needs and planning for a future in CLIL. There is clearly a lot of enthusiasm among school directors in the region.
Sandra Prince of British Council Latvia welcomes the Head Teachers to the meeting.
My presentation raised a number of questions from the Heads, and there was broad agreement that their schools need to ensure that the teachers involved are given time for the preparation and the delivery of CLIL. This is important for many reasons but mostly for the reason that schools management understand the demands of teaching content through the medium of a foreign language for their teachers. This is fundamental in guaranteeing that teachers are given institutional support in adopting a CLIL approach.
CLIL materials design
Then a group of 24 teachers travelled to the Guesthouse ‘Dridzi’ in Kraslava region, 27-29 September for two days of workshops in Materials Development for CLIL. The location was specially selected for its tranquillity and distance from any distractions. Set beside a beautiful lake, the deepest in Latvia, the workshop took place in a large log house and we all lived in wooden cabins, each cabin comfortably furnished with its own sauna!
Inta and Sandra open the proceedings...
1 Introduction to materials development for CLIL
KK talks on principles, gives models for tasks to follow
2 Investigating textbooks for language and structure
participants go through textbooks and locate/identify core language and structure
3 Producing writing frames
participants choose a textbook topic and prepare a writing frame
4 Producing guidance for listening
participants identify a listening from the textbook, visual, labelling
5 Producing frames for speaking / presenting
participants choose a topic for speaking, prepare language support
6 Producing guidance for reading
participants choose a text, prepare reading task
7 Round up + planning the way ahead
Group work on language and structure...
The sessions were organised with a short introduction to an area of CLIL materials development and then the teachers worked in groups preparing tasks relating to each of the areas being discussed.
Session 1 Thursday
Language and structure
Colleagues were asked to identify language within a topic, page, lesson and also to identify structures which could be exploited to guide language processing and / or production
The subjects they chose as well as the themes of the materials they produce were as follows.
Economic systems - Traditional, planned, free market, the pros and cons
Geographical discoveries - Explorers, their discoveries, consequences
Physics - Speed = Distance / Elapsed time (Phrases for describing variations in the formula)
Kinds of art - Comparison, paintings, monuments, decorative art
Maths - Equality and Inequality (Key phrases, sequence structure for solving problems)
Physics - Motion with acceleration (Fishbone diagram of notions, verb phrases, conclusions and key phrases)
Colleagues present their tasks to the group...
A visual on nutrients and plants for guiding listening...
Writing about celestial bodies...
Session 2 Thursday
Here, colleagues were asked to search through their textbooks and identify materials for offering support to students for writing in their lessons.
Art Colours (Colour triangle visual and language support sheet)
Biology Describing the human organism to aliens (Structured writing frame and substitution table)
Nature studies Map of solar system (blank spaces for names of planets, first letter given. Substitution table for describing planets’ location and comparisons)
Geometry Problem solving as project work (Intro, main body, conclusion sheet with sequencers, Language support sheet of phrases)
Maths Solving Inequality (Writing frame for text on solving with intro, main body and conclusion. Language support sheet of phrases)
Chemistry Reaction of metals and hydrochloric acid (Substitution table, coloured)
Writing about reactions between acids and metals...
Writing about colours...
Session 3 Thursday
In this session teachers were asked to search through their textbooks to identify suitable visuals for guiding listening based on monologues delivered by the teacher.
Biology How plants get their nutrients (Visual of process, listen + label)
Psychology Stress-related illnesses (Table listen + tick boxes. Listen for specific examples and muli-choice labelling)
Art History of pencils (Characteristics of historical phenomenon, listen + fill in table. Types in Spidergram, listen + label)
Maths Inequality (Formulae sentences, listen and sentence gap fill)
Chemistry Nitrogen cycle (Label diagram of cycle with key words)
Maths Features of equal triangles (Diagrams and substitution table)
Nature studies Marine Life (Spidergram, listen and label)
Sequencing stages in solving an equation through talking...
Session 4 Thursday
Teachers were asked to identify appropriate sections of their books to develop a supported speaking activity.
Physics Advantages and disadvantages of force + friction (Verb list + discuss)
Maths Exponent equations (Stages of equation + verb list support, talk through stages)
Maths Inequality (Arranging cards + students in order through talking)
Art Light and shadow (Picture, title, and text matching and speaking)
Business Types of competition (Gap fill sentences to support speaking)
Friday Session 1
Teachers were asked to investigate how their books deal with reading, how learners are supported in reading texts and other input in their textbooks. If they need more help, what would that be?
Computing Computer input and output equipment (titles, and explanations, matching + Picture of kinds of networks, names, visuals, and explanations, matching)
Media Studies Television (How TV works, sequenced pictures, labels, text, arranging and matching)
Biology Parts of a plant (Picture of plant, parts of plant, labels, and explanations. Put the leaves in the right places)
History An evaluation of the Livonian period in Latvian History (Sources and authors, statements about history and table to fill in with info)
Mixed subjects True or false statements (history, science, geography, read statements and choose ‘believe’ or ‘don’t believe’ + check with fact)
Maths Inequality (Stages of solving a equation, and text sequencing and matching)
Economics Resources (Term, definition, example in three columns, jumbled, read and match)
Art Genre of paintings (names, explanation, and text about a picture, matching)
What can you do with the text in your books?
Sorting and matching word and text in leaves for reading about plants...
Steps in solving an equation and text matching...
Planning for the future
Colleagues were asked to discuss what they would put in similar meetings were they to happen in the future. They were asked to express what they felt were their local needs, and also make suggestions about how they might be able to help develop the project themselves both locally and around Latvia.
Suggestions for Future Meetings:
Support materials writing (small dictionaries)
Subject groups of teachers working together
More materials writing
Video of lesson / show own lessons
Neighbouring countries participate in meeting
Different input – for example, the psychology of learning
IT skills – e-groups
Language lesson (locally)
English medium textbooks
More time and more lessons in timetable
How can you help?
List resources + distribute around group
BC invest in English medium subject books for libraries
Share experiences with school colleagues
Compile resources in one source, disk, website
There is interest among the group in presenting to other regions
There's a lot to be said for paper-based work. I'm sure that the colleagues wouldn't have been able to produce a quarter of the amount they did if they'd been working at a computer. The next step for this group is to consolidate their materials writing, both in terms of collating materials and sharing among their group and also in terms of cascading to other colleagues locally and around Latvia. The British Council is looking at what they can best offer with the resources available and one route certainly involves colleagues making contact with schools in Lithuania to find out what they've been doing and so share experiences and practice.
If we can manage to identify resources and the time in the calendar, the next stage in Latvia will see a small team of teachers and trainers working together on CLIL teacher training for Latvia and in doing so go someway to ensuring the shelf life of the project.
It will be a delight to be involved, especially if we get to stay in such a beautiful location again!