FUNDAMENTAL PRINCIPLES OF CLIL I MATERIALS DESIGN II [CLASSICAL MYTHOLOGY: THE OLYMPIAN GODS]
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1 FUNDAMENTAL PRINCIPLES OF CLIL I MATERIALS DESIGN II [CLASSICAL MYTHOLOGY: THE OLYMPIAN GODS] Pilar Torres Carmona Autumn 2008
2 CONTEXT: My school IES Narcís Monturiol Barcelona (Montbau). 387 students from 12 to 18 (ESO - BATX) and from 18 to 25 (evening courses). Mainly from middle class. 44 teachers. Relatively low rate of immigrant students. Horta-Guinardó
3 CONTEXT: My school Main characteristics: Small size: friendly atmosphere. Commitment: deeply rooted in the quarter. Enthusiasm: easily engaged in programmes: Green schools Comenius Orator Students exchange with King Edward School in Sheffield EuroComRom project (The transfer inventory of Romance languages) CLIL
4 CONTEXT: My work Greek and Classical Studies teacher: ESO levels 3 and 4; BATX. English teacher since 2006: ESO levels 1 and 2. In charge of informatics. Administration tasks. CLIL teacher since 2007
5 CONTEXT: CLIL in IES Narcís Monturiol May 2006: Asked to teach a subject in English. First step: what subject? Classical mythology. Why? (From the teacher s point of view). Curricular subject. Well known subject, already done in Catalan Why not? (From the students point of view). Narrative character with intricate plots, difficult for the students to be done in a foreign language. The final choice: Classical mythology. The Olympian gods Basically descriptive character. Easier to delimit episodes. Simpler visuals. More concrete and specific vocabulary. Next step: How to do it? Should it be done as if in mother tongue? What materials were to be used and where could they be found? Should be the mother tongue allowed in class? How to assess students?
6 CONTEXT: CLIL in IES Narcís Monturiol February 2007: The subject is taught in English for the first time. Non-satisfactory results. Need for teacher training. July 2007, Colchester: First contact with bilingual/clil teaching Re-conceptualisation of teaching in L2 From in to through Re-elaboration of previous materials Scaffolding CLIL activities Outcome: Same subject, different methodology
7 PRINCIPLES OF CLIL What is CLIL? It is the result of different approaches to teach foreign languages and in foreign languages. It is based on the social constructivist theories of learning by Vygotsky and Bruner and on the second language acquisition theory by Krashen Its key characteristic is the integration of language and content learning. How is integration achieved? CLIL methodological tools: The four Cs: A tool to design and plan units or lessons. The three As: A tool to elicit the linguistic requirements of the subject (Learning, thinking, communicating). Bloom s taxonomy: A tool to promote high-order thinking skills. Cummin s matrix: A tool to audit the suitability of both language and content demands in tasks. Scaffolding: A tool to bridge the gap between what students can do by themselves and what they can do with some help (ZPD).
8 CONTEXT: My CLIL subject DESCRIPTION: Classical Mythology. The Olympian gods 3r ESO (aged 15) One term optional subject Four units Three worked on at CLIL Materials design II. The fourth one consisting of a web quest activity about the gods including a presentation as assessment.
9 Language of: A few terms: myth, discourse Language for: Definitions, descriptions, comparison. Language through: Spontaneous language What is a myth? scaffolding communication scaffolding Knowledge: Terms and definitions Comprehension: Mythological discourse What is mythology? How do myths work? content UNIT 1. Myth and Mythology cognition Application: Recognition of patterns Analysis: Current situations Why classical mythology? scaffolding culture scaffolding Evaluation: Cultural products Synthesis: To invent a brand Symbolic dimension of language Different ways to explain the world Survival of mythological models A world of images
10 CLIL ACTIVITIES I Power point presentation: scaffolding and brainstorming. To encourage speaking. To lead students towards highorder thinking skills (from description to hypothesis by means of analysis). To raise students cultural and personal awareness. Why classical mythology? Medusa s look
11 CLIL ACTIVITIES II Jigsaw activity in groups or pairs. Reading a text looking for relevant information: skimming and scanning activity. Asking for relevant information: oral activity. Organisation and expression of new acquired information: Substitution tables and patterns. Application of previous knowledge about the gods appearance and behaviour. Comparing and contrasting gods and humans. Justifying answers. Imagining situations. WHY GODS ARE IMMORTAL
12 CLIL ACTIVITIES: AUDIT CLIL matrix adapted from Cummins (1984) Coyle, 2005
13 CONCLUSIONS There is a fundamental difference between teaching content through a foreign language and in a foreign language and what it implies: Integration of content and language. Organisation: Need for lesson planning and task developing tools (4 Cs, Bloom s taxonomy, 3 As). Suitability: Awareness of the linguistic and cognitive demands of both the subject and the students (3 As, Cummins matrix, Bloom s taxonomy, scaffolding). Engagement: Need for cultural/social awareness and personal development: What does all that have to do with me?.
CLIL COURSE MATERIALS
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