Essentials and Complementary Perspectives of CLIL
English for Specific Purposes (ESP)
Use of English in different types of Business
Like
Nursing
Legal English
Tourism
Scientific
Content Based Instruction (CBI)
According to Curriculum
Aimed at needs of groups of students
Use of authentic language
Based in subject matter
Study of
Content material
Language
Cognitive Academic Language Approach (CALLA)
Its aims are
Self-assessment
To develop team work
To choose strategies
Culture knowledge
To improve autonomy
Consisting of 3 modules
Related to the curriculum
Development of academic language
Learning strategies
Created to
Help students with a weak English speaking and writing Chamot and O’Malley (1987, 1994)
Improve skills in a foreign language and content concepts through the medium of the language.
Sheltered Instruction
It is aimed to
Develop the language competence
Promote sociocultural awareness
Integration of meaningful language and content
Students with basic English in classrooms with
Native speakers and English learners
English learners
SIOP Model
Based on
Lesson delivery
Promotes
Adaptation of lesson according to the students' level
Students' engagement at 90%-100%
Content and language objectives
Review/Assessment
Comprehension and learning of students
A feedback of the work
Key concepts
Practice/Application
Provides
All kind of skills
Activities related to content and language
Material
Interaction
Clarify concepts in L1
Group work helps with objectives
Provides discussion
Strategies
Where students
Make use of types of questions
Learn to use strategies
Work step by step
Comprehensible Input
Use different methods
Helps with clear explanations
Building background
Key vocabulary
Past learning vs. new concepts
Students' experiences
Preparation
Considers
Meaningful activities with English language and lesson concepts integrated.
Adaptation of the content
Content objectives
Project Based Learning (PBL)
Depth research
The quality of the result
Improving different skills for social interaction (communication, management, self-assessment, etc.)
Content
Students
Are assessed individually
Are prepared for a Project
Work generally in groups
Look for solving an specific problem or challenge
It takes periods from a week up to a semester
Task Based Language Teaching (TBLT)
Focused on
Communication problems
Developing students confidence
Assessment in outcomes (real world tasks)
Authentic language (meaning)
Asking students for task completitions
Communicative Language Teaching (CLT)
Teaching process which promotes
Fluency and accuracy.
Use of language with purposes of meaning.
Active pariticpation in students. And teachers as guides.
Autonomy and strategies.
Real life expressions.
Teaching languages for communication. (Harmer,2012)
It is the Nature of language learning and teaching. (Brown, 2007)
Develop the Communicative Competence. Promotes abilities or skills to maintain a speech in a community (Hymes, 1972).
Hard CLIL
It is the total immersion of CLIL: Language and Content are taught at the same time.
Soft CLIL
It is focused more in content. Use of grammar samples and readings.
CLIL Teachers
They are
Supported by the country system
Language usage promoters -conscious of cognitive process.
Planners and evaluators
Not all language teachers
They work as team
