#CLIL Approach

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Books: A Reflective CLIL Teacher: A Way to Enrich the CLIL Teaching Professional Practice in the Polish Context: Papaja (2024)

This book intends to look into CLIL teaching professional practice through the prism of reflection. It offers a comprehensive coverage of a CLIL teacher’s features, their attitudes to the approach, teaching methodology, assessment, materials development, cooperation with other CLIL and non-CLIL teachers, professional development, expectations and beliefs. Furthermore, it focuses on CLIL teachers’ positive and negative emotions experienced in relation to CLIL. As a CLIL trainer I spend a lot of t http://dlvr.it/T6hnB5

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Formatori Leonardo GIFT a Schwalmstadt-Germania.Quando le cose funzionano.

Formatori Leonardo GIFT a Schwalmstadt-Germania.Quando le cose funzionano.

  Glimpses of G.I.F.T. Di seguito si riporta  un breve estratto dal Summary ufficiale  del progetto G.I.F.T. (Growing Innovation  for Teaching. Enhancing action competences for the professional development of teachers’ trainers)

“GIFT promuove la qualità dello sviluppo professionale di formatori, counsellorse responsabili dei vari aspetti dell’istruzione; facilita la costituzione di un…

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Starlight: Level 1: Workbook

Starlight: Level 1: Workbook

Starlight: Level 1: Workbook Using a clear ‘engage – practice – communicate’ approach in every lesson, Starlight’s lively stories, songs, projects, CLIL lessons and high-level course syllabus help students master the language they need for exams and develop their 21st century skills. Giá sản phẩm trên Tiki đã bao gồm thuế theo luật hiện hành. Bên cạnh đó, tuỳ vào loại sản phẩm, hình thức và địa…

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The 8th NELTAL

In 2016, I was given a chance to be one of the parallel speakers at the 8th National English Language Teachers and Lecturers (NELTAL). This was my first experience in becoming a parallel speaker, and I was able to present my research that was conducted at the Public Senior High School 2 Probolinggo that is about Concept-Based Instruction (CBI).

Concept-Based Instruction (CBI) is still a relatively little known methodology in language teaching contexts. Some people suggest that CBI has some similarities to Task-Based Learning (TBL) since both of them require students with meaningful language tasks (Nicholas, 2015). However, TBL seems to provides the learners to engage with a task so that they can notice the gap in their knowledge. Therefore, the teacher can focus working with the learners to complete the gap. On the other hand, CBI requires the teacher to introduce the target concept to the learners before they apply the conceptual knowledge to any language tasks (Nicholas, 2015).

Besides, CBI is also closely related to Content and Language Integrated Learning (CLIL). According to Greenfell (2002), CLIL provides cognitively challenging tasks that move learners  in terms of both content and language. The difference between CBI and CLIL is that CLIL is an umbrella term that could encompass a wide range of situations related to the experience of learning nonlanguage subjects through a foreign language, such as English (Marsh, 2012). For example, CLIL methodology is used to create a learning environment for acquiring geography-related content using English language as a medium (Dourda, K. et al., 2012). Therefore, although CBI  and CLIL  both provide a total integration of language learning and content learning, there is  one obvious distinctive aspect between them. The difference is that CLIL creates an experience in learning non-language subjects as English as the language while CBI focuses on learning language subjects and materials. Concept-Based Instruction (CBI) can be seen, as: (1) subject-matter core, (2) authentic language and texts, and (3) appropriate to the needs of specific groups of students (Stryker, 1997). As a subject-matter core, it means the basic course of CBI is derived from the subject matter, rather than from functions, situations, forms, and abilities. CBI really acquires communicative competence in the process of learning about certain purposes, such as greetings, offering, inviting, and asking someone to go somewhere. As the authentic language and texts, the materials taught using CBI are taken directly from the certain purposes being studied. Most students get benefit from the use of authentic materials if the teacher knows how to effectively use the materials and make it accessible to the students at their level of proficiency (Stryker, 1997). Moreover, CBI acts as the appropriate strategy to the needs of specific students. CBI is a program that is dynamic and constantly changing following the needs of the students. By using CBI strategy, the students requires to learn about English by moving through three stages, which are orientation, execution, and control stage. These three stages help the students to learn particular knowledge of English gradually from the easy part of the knowledge, and finally move to more complex part of the knowledge. References

Dourda, K., Bratitsis, T., Griva, E. and Papadopoulou, P. (2012). Combining Game Based Learning with Content and Language Integrated Learning Approaches: A Research Proposal Utilizing QR Codes and Google Earth in a Geography-Based Game’ Conference Proceedings. The 6th European Conference on Games Based Learning, ed. Dr Patrick F., Waterford Institute of Technology, Cork, Ireland, p.115.

Greenfell, M. (ed.) (2002). Modern Languages Across the Curriculum. London: Routledge.

Nicholas, A. (2015). A Concept-Based Approach to Teaching Speech Acts in the EFL Classroom. ELT Journal, volume 69 (4), 383-394.

Stryker, B. (1997). Content-Based Instruction in Foreign Language Education: Models and Method. Washington: Georgetown University Press.

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Download (EPub/Books) Approaches and Methods in Language Teaching - Jack C. Richards

  Read/Download Visit :

https://greatbooksonline12.blogspot.com/?book=1107675960

Book Details :

Author : Jack C. Richards

Pages : 419 pages

Publisher : Cambridge University Press

Language :

ISBN-10 : 1107675960

ISBN-13 : 9781107675964

Book Synopsis :

Read Online and Download Approaches and Methods in Language Teaching .An extensively revised and updated edition of this popular and accessible text. Approaches and Methods in Language Teaching Third edition is an extensive revision of this highly successful book. As in previous editions, both major and alternative approaches and methods are surveyed, with the section on current communicative approaches updated to include new material on CLIL, text and genre-based teaching. The book seeks not only to clarify the assumptions behind these approaches, and their similarities and differences, but also to help teachers explore their own beliefs and practices in language teaching. Further new material deals with other directions in language teaching, such as outcomes-based initiatives, to make this edition fully up-to-date. .

Jack C. Richards book Approaches and Methods in Language Teaching.

 sreading

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M4T3, Personal Thought

The new technologies have been present in our lives for a few years now.This, inevitably, has to make us reflect on the presence that these must have in the educational world.

It is a fact that our students use computers and cell phones in many aspects of their daily lives: to play, to listen to music, to be present in online social networks, to search for information, etc. Therefore, it seems quite clear that it is an attempt to get closer to them entering this world. In this sense, adopting a CLIL approach, which naturally includes a rational use of ICT, can be a definitive step in teacher-student relationships, as well as an undeniable advance in the improvement and efficiency of the educational process.

The wide range of ICT tools that I have learned in this module is an indicator, on the one hand, that in this use there are clear symptoms of that modernity that leads to a more comfortable world, a world in which, for example, you can earn free time to invest in other rewarding activities. On the other hand, it is also shown that this is only the beginning, that it is a world in exponential growth and of which, surely, there is no return.

In the subject of music that I teach at the high school, for example, it is very important that students investigate - often applying the scientific method - in order to arrive at proven conclusions that bring them closer to the truth of facts. However, this process can be often dry enough.In this sense, ICT tools, such as online searchers and / or youtube, make the accessibility to information clearly easier. If, in addition, joining and organizing this information can be done through a Prezi presentation -just to name an example-, the process will surely be much more entertaining and fun. And no-one escapes that, after that, it will be much easier to organize a debate that will foster critical opinion and thinking; that is, the final objective of the proposed research.

But ICT tools are also good for us, teachers, as they help us make our classes more enjoyable (with which relationships with students are also better), save time, have a better organization of classes, etc.

I think that it is definitely worth developing and implementing ICT tools in schools and high schools, because the facilities that they offer to everyone will make the education of future generations better, more complete, more optimal and less hard. I feel a strong defender.

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FYI: Using Multilingual Approach to Diversity in Education (MADE) in educational research and practice

The primary purpose of this volume is to offer a collection of empirically- and practice-based papers that draw on the Multilingual Approach to Diversity in Education (Krulatz & Christison, 2023) in varied educational settings around the world that serve ML populations, including mainstream classrooms, language classrooms, CBI, CLIL, immersion, adult education, teacher education, and teacher professional development. The editors are seeking papers on relevant topics, which may include but are no http://dlvr.it/T41R62

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Starlight: Level 5: Student Book

Starlight: Level 5: Student Book

Starlight: Level 5: Student Book Using a clear ‘engage – practice – communicate’ approach in every lesson, Starlight’s lively stories, songs, projects, CLIL lessons and high-level course syllabus help students master the language they need for exams and develop their 21st century skills. Giá sản phẩm trên Tiki đã bao gồm thuế theo luật hiện hành. Bên cạnh đó, tuỳ vào loại sản phẩm, hình thức và…

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TOC: Translation and Translanguaging in Multilingual Contexts Vol. 8, No. 2 (2022)

ICYMI: 2022. iii, 109 pp. Table of Contents Articles: The name and nature of translation studies: A reappraisal Jeremy Munday and Elizaveta Vasserman pp. 101–113 A sociolinguistic approach to the concept of translation ‘error’ in non-professional translation settings: The translation landscape of Thessaloniki Christopher Lees pp. 114–142 Translanguaging… or trans-foreign-languaging? A comprehensive Content and Language Integrated Learning (CLIL) teaching model with judicious and prin http://dlvr.it/Sc1Hvm

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Starlight: Level 2: Workbook

Starlight: Level 2: Workbook

Starlight: Level 2: Workbook Using a clear ‘engage – practice – communicate’ approach in every lesson, Starlight’s lively stories, songs, projects, CLIL lessons and high-level course syllabus help students master the language they need for exams and develop their 21st century skills. Giá sản phẩm trên Tiki đã bao gồm thuế theo luật hiện hành. Bên cạnh đó, tuỳ vào loại sản phẩm, hình thức và địa…

[notesfromtheground]

Methods and Approaches in ELT

the nature of approaches and methods in language teaching

introduction

this chapter clarifies the relationship btw method and approach,

and presents a model for the

description,

analysis,

& comparison

of the models

approach and method

American applied linguist Edward Anthony identified 3 levels of conceptualization and organization:

approach [axiomatic]

method [procedural]

technique [implementional]

approach is where assumptions and beliefs about language learning are specified

method is where theory put into practice, choices are made about the particular skills to be thought, content and order are decided.

technique is where classroom procedures are described.

proposals of reform movement were at the level of approach

direct method is one method derived from this approach

What Anthony's proposal lacks:

roles of teachers and learners in a method

role of instructional materials or the form of these materials

how an approach may be realized in a method

the relationship btw method and technique

the book sees approach and method in the level of "Design", where objectives, syllabus and content are determined and the roles of teachers, learners and materials are specified.

the "technique" in Anthony's model is referred as "procedure" in the book.

approach

approach refers to theories about the nature of language and language learning that serve as the source of practices and principles in language teaching.

it refers to philosophy or belief system that a method reflects.

theory of language

cognitive model

cognitive view of language is based on the idea that language reflects properties of the mind.

! Chomsky's theory of universal grammar {first proposed in the 1980s} is a well developed example of a cognitive model of language.

to simply put: learner has to built up knowledge by abstracting rules and parameters from the linguistic performance {e.g. grammar-translation method, cognitive-code approach, silent way etc.}

structural model

language is a system of structurally related elements for the coding of meaning. structures: phonological units (phonemes), grammatical units (clauses, phrases and sentences), grammatical operations (adding, shifting, joining, transforming elements), lexical items (function words or structure words) etc. {e.g audiolingual method, situational language teaching}

language is a vehicle for the expression of fuctional meanings and performing real-world activities. Functional models of language are linked to the concept of communicative competence

communicative movement and competency-based language teaching in language teaching subscribes to this view of language.

emphasizes the semantic and communicative dimension rather than grammar.

interactional model

language is a vehicle for the realization of interpersonal relations and for the performance of social transactions between individuals.

it is a tool for the creation and maintenance of social relations.

{e.g. task-based language teaching}

sociocultural model

this model views language as a communicative activity in which the social context is central.

{e.g. task-based language teaching, content based instruction, cooperative language learning.}

genre model

genre refers to an area of human activity, where there are norms of language usage, such as science, business, medicine, literature._

texts are the units of _discourse?! that occur in different genres such as narratives, descriptions and explanations.

{e.g. text-based instruction, content based instruction, english for specific pusposes, and english for academic purposes.}

lexical model

this view prioritizes the role of lexis and lexical chunks or phrases in language and highlights the interrelatedness of grammar and vocabulary.

rather than seeing lexis and grammar as discrete, they are viewed as being intrinsically?! related.

{e.g. lexical approach, content-based instruction, CLIL(?).}

theory of learning

theories about how language is acquired

behaviorism

learning is a process in which specific behaviors are acquired in response to specific stimuli. Learning involves habit formation thrugh repetition and reinforcement.

{e.g. audiolingual method} [extensive rilling and repetition exercises which minimizes the chances of mistakes]

cognitive-code learning

language learning is a cognitive process depending on both deductive[tumdengelim], and inductive[tumevarim] learning as well as meaninful practice.

{e.g. PPP(Presentation-Practice-Production) approach used in situational language teaching, silent way...}

creative-constructionth

[brighton-adventuress]

Back at the University, week 1

I apologize for the delay, the first two weeks back at the University have been very busy. Below is a post from the first week. Next week, I will try to post two posts.

Tuesday was my first day back at the University, a new module kv503 started that day. This module can be compared to TEFL back home as we discussed teaching approaches and methods. Before the class started, we all introduced ourselves to another.  All of our other classmates are British and they all want to become primary school teacher while us, Dutch students are studying to become secondary school teachers. After we all became acquainted, the tutor gave us an activity to categorise words in the English language. We had to figure out the origins of the words by categorising them. The words varied from Dutch, Arabic, Spanish, Latin, Japanese language etc.  After the activity, an Irish lecturer came in to talk about teaching methods such as CLIL and CLT. I was already familiar with CLT, but not with CLIL. Furthermore the key stage periods were discussed, these terms are used in the UK. We discussed key stage 1 and 2; key stage 1 is from the age 5 until 7 and key stage 2 is from the age 7 until 11. The day ended with watching a video of a French teacher, we observed her teaching as she did not use any of the textbooks in her lessons.

Sophie and I had to leave earlier to go to Placement at Hangleton primary school. However, when we arrived we found out from our contact person  that the students we were supposed to tutor, changed their schedule for the Tuesdays. They had swimming lessons in the afternoon. Instead of tutoring, we talked to our contact person, Ms Ward about changing the schedules by coming in earlier or go in on a different day. We’ve also asked her if we could take a look in the classrooms and observe the children as well as doing a presentation about the Netherlands for our assignment from the HAN.

The next day, my friend Angelique asked me if I wanted to go to Devil’s Dyke. Apparently, you can see the whole city up in Devil’s Dyke. First, we had lunch and then we went to the bus stop. Unfortunately, the buses to Devil’s Dyke are only riding on weekends so instead we visited the Royal Pavillion. As we went inside, there was a sign that we weren’t allowed to take pictures which is unfortunate. It was quite interesting to read all of the facts and looking at the interior design. I was surprised to see a lot of Asian paintings, portrets and the structure of the building. This all became clear after watching an introduction video of the Royal Pavillion. On the outside the Royal Pavillion looks like a building from India and on the inside it looks Asian. George IV, the prince of Wales has never been to China or India so it was built from his perspective.

The next day, I had a seminar for the new module kv503 that I had on Tuesday. A Spanish primary teacher came in and told us about his teaching methods by singing songs and telling stories with picture books in Spanish. Even though the module is for primary teachers, I have learnt something new such as the KWL chart and how you can utilize music and stories to learn something without even knowing with lots of repetition.  In the afternoon, I went with my friends Angelique and Ani to the Fun Fair. It was quite small and all of the rides were more for little children so we decided to go to a café and had a cup of coffee.

On Friday, I went to a 10-minute tutorial for kv407. During the tutorial, I asked the tutor some questions because I have been struggling on writing the assignment.  The tutor gave me some useful feedback on the structure of the essay and recommended me to borrow a book from the library. It became a bit clearer after the tutorial, so hopefully I won’t struggle as much when I’ll be writing the essay. I needed to relax a bit so in the evening, I cooked dinner with my friend Ani and a had girl’s night.

On the weekend, I worked on my assignments for kv605 and kv407, as well as the leaflet for the onderwijskoffer.

I hope everyone is alright back in the Netherlands.

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Using Bloom to redesign tasks

https://padlet.com/aulaformacionprofesorado/epbrp1au8g0d/wish/165208351

As I teach Science in bilingual settings, I’m quite used to Bloom’s taxonomy for the cognitive domain (revised version in 2001) as  Bloom is a must when you work with a CLIL approach.  I also use his other taxonomy for the emotional domain, as language acquisition involves emotional aspects, and the taxonomy for the psychomotor domain as I experiment a lot in my lessons and we make and construct things linking our science lessons to technology.

With older students I would also use de SOLO taxonomy as they are able to make connections and recognize them as such when they self evaluate their work.

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G.Perboni-Perle ai Porci: ieri come oggi come sempre?

G.Perboni-Perle ai Porci: ieri come oggi come sempre?

Gianmarco Perboni Perle ai porci Diario di un anno in cattedra. Da carogna Ed Rizzoli, 2010

     15 Gennaio 2010, Lettera all’autore Caro Gianmarco, Ho ricevuto il tuo libro in regalo da una collega e mi è piaciuto molto: effetto specchio con rabbia…Mi ritrovo in quasi tutto quello che tu racconti, ma alcune cose mi hanno colpito più di altre: AMORE: enorme per quello che fai, “nonostante…

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TOC: Translation and Translanguaging in Multilingual Contexts Vol. 8, No. 2 (2022)

2022. iii, 109 pp. Table of Contents Articles: The name and nature of translation studies: A reappraisal Jeremy Munday and Elizaveta Vasserman pp. 101–113 A sociolinguistic approach to the concept of translation ‘error’ in non-professional translation settings: The translation landscape of Thessaloniki Christopher Lees pp. 114–142 Translanguaging… or trans-foreign-languaging? A comprehensive Content and Language Integrated Learning (CLIL) teaching model with judicious and prin http://dlvr.it/SbyTX2