CLIC_M ÁNGELES ASENSI

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Why CLIL?

INTRODUCTION 4 Cs

WHAT'S CLIL?

How to teach good CLIL?

- Is context- embedded - Is content-driven (rather than content-based9 - Has clearly defined learning outcomes for BOTH content and language. - Makes creative use of language as learning tool (linguistic scaffolding) - Connects learners to language use for different purposes at different times. - Develops linguistic confidence and competence and promotes spontaneity - Is localised and carefully adapted to fit specific context - Is motivating for both teachers and learners

Working with CLIL

SCAFFOLDING: Is a temporary structure used to help learners act more skilled than they really are. Linguistic scaffolding includes: - Specialized vocabulary - Key L2 language structures and grammatical features - Information on subject-specific text type conventions and structural features

1. TOPIC SELECTION 2. CHOICE OF MEDIA -Study skills + - Input-Scaffolding 3. TASK - Design - Cognition + Communication - Output-Scaffolding 4. CLIL-WORKOUT

Theories support CLIL

The Natural Approach (Krashen)

Subtema

Bloom's Taxonomy

Howard Gardner's. Theory of Multiple Intelligences

5 Dimensions

1ª The Culture Dimension 2ª The Environment Dimension 3ª The Language Dimension 4ª The Content Dimension 5ª The Learning Dimension

DEFINITION

Content and Languaje Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. That is, in the teaching and learning process, there is a focus not only on content, and not only on language Each is interwoven, even if the emphasis is greater on one or the other at a given time. Coyle / Hood / Marsh (2010:1)