Grado en Educacin Primaria

El ingls como lengua vehicular en el

aprendizaje integrado de contenido y lengua
(CLIL)
1

Andrea Enciso Acosta

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua
(CLIL)
Grado en
Educacin Primaria

TODAYS GOALS: VC.1

1.Discuss about the term bilingualism.
(p. 7-9)
1.Learn about different types of bilingual programs and different
positions
related to bilingualism.
(p.10- 16)
1.Introduce CLIL definition and discover CLIL essesntials.
(p. 17- 27)

TEACHER TIP: Setting daily objectives

EXCELENT
WAY
TO DEVELOP
L2L
COMPETENCE
*L2L = learning to learn

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

1. BILINGUALISM AND BILINGUAL EDUCATION

Bilingualism can be defined, in a general way, like the ability
to communicate in more than a language.
From an educational point of view, bilingualism refers to use both languages
in order to learn contents.
1st Bilingualism examples in Canada:
- Lambert ( 60s)
Recently, AAS and Granada University confirm that bilingualism improves
attention and memory.
Pennsylvania Univ. after some experiments, cloncludes that bilingual education
does not imply that students are going to be smarter. But, bilingual students are
more capable of proccess diferent tasks at the same time and select information.

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Positioning's and ideologies towards bilingualism.

Language as a problem.
Language as a right.
- Revitalization of some languages (i.e Irish language)

Language as a resource.
- XXI century challenges. Plurilinguism, UE, globalized world

Video:
https://www.youtube.com/watch?v=MMmOLN5zBLY

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

*Learn this slide by heart!!!

2. CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

'CLIL refers to situations where subjects, or parts of subjects, are taught
through a foreign language with dual-focussed aims, namely the
learning of content, and the simultaneous learning of a foreign
language'. (Marsh, 1994)
This approach involves learning subjects such as history, geography or
others, through an additional language. It can be very successful in
enhancing the learning of languages and other subjects, and developing
in the youngsters a positive can do attitude towards themselves as
language learners. (Marsh, 2000)

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

CLIL seminar Madrid 2013

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

CLIL AICLE
EMILE

= Teaching content subjects in a FL.

Although politicians and educationalists seem to have understood

the necessity of learning other foreign languages, agreement as
to the most efficient methodological approachto reach this goal
has not been reached yet.
LOMCE:
Students must acquire the communicative competence in at
least one foreign language, at the end of the compulsory
education.
f) Adquirir en, al menos, una lengua extranjera la competencia comunicativa bsica que les
permita expresar y comprender mensajes sencillos y desenvolverse en situaciones
cotidianas. RD 126/2014 ( Educacin Primaria)

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

COMMUNICATIVE APPROACH = COMMUNICATIVE COM

In order to attain the communicative goal, new approaches which are more content
and process oriented have been proposed and seem to be better suited to attain
these goals.
Communicative competence is a term in linguistics which refers to a language
user's grammatical knowledge of syntax, morphology, phonology and the like, as
well as social knowledge about how and when to use utterances appropriately.
The term was coined by Dell Hymes in 1966
reacting against the perceived inadequacy
of Noam Chomsky's (1965).

El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

CLIL is based on the well-known assumption that foreign languages

are best learnt by focussing in the classroom not so much on
language --- its form and structure --- but on the content which is
transmitted through language.
Despite the fact that CLIL as a general educational concept is quite
homogeneous in the countries in which it has been introduced,
variation in its interpretation can be observed. According to David
Marsh there is no single blueprint for CLIL.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Teaching subjects in a foreign language can be done well, or it can

be done badly. If done well, excellent results can be achieved. If done
badly, opportunities may be lost, and the quality of learning reduced D. Marsh
content

Changing the
medium of
3 way focus:
Language
instruction
places increased
organizational
Learning skills
and cognitive
demands on
both educators
and
students.
The core features of CLIL methodology (multiple
focus,
safe and
enriching learning environment, authenticity, active learning,
scaffolding, and co-operation)

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

SCAFFOLDING = SUPPORT

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

CLIL is a tool for the teaching

and learning of content and
language. The essence of CLIL is
integration. This integration has a
dual focus:

1. Language learning is included in content classes (eg, maths, history,

geography, computer programming, science, civics, etc).
2. Content from subjects is used in language-learning classes. The
language teacher, working together with teachers of other subjects,
incorporates the vocabulary, terminology and texts from those other
subjects into his or her classes. Students learn the language and
discourse patterns they need to understand and use the content.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

CONTENTS GOALS ARE SUPPORTED BY LANGUAGE GOALS

CLIL is an umbrella term covering a

dozen or more educational
approaches (e.g. immersion, bilingual
education, multilingual education,
enriched language programs). What
is new about CLIL is that it
synthesizes and provides a flexible
way of applying the knowledge learnt
from these various approaches.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

FACES IN CLIL

Many of the core features of CLIL are not just specific to CLIL, but
are part of basic best practice in education.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Thinking drives the teaching/learning process. The more powerful the

thinking, the greater the learning. CLIL is no exception: good CLIL
practice is driven by cognition
CLIL focuses on content
as opposed to form.

Mistakes are seen as part

of the learning process.

Holistic development of learners:

Becoming capable
Motivated
Bilingual/multilingual
Independent learners

In order to acquire new knowledge and skills, people usually need not only to access
new information, but also to connect that information with their own existing
knowledge, skills and attitudes.
- Moreover, as meaning-making is both a personal and a social process (community), new knowledge
and skills develop through personal as well as co-operative reflection/analysis (cognition) and through
a communicative process (communication).

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Initially, we have to use a lot of support:

-Visual aids, posters, realia, videos, songs.
Later, teachers speak at a more natural pace and encourage peer co-opera
and independent learning.

More language is
learnt when the
focus on direct
language is
reduces and the
content teaching
increased.
The importance of materials
TEACHER TIP: classblog

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

CREATIVE AND CRITICAL THINKING IN THE CLIL CLASSROOM

Creative thinkinginvolves the creation/generation or further
development of ideas, processes, objects, relational links, synergies
and quality relationships.
-effective planning.
Critical thinking involves the evaluating of all of the above.
In order to cope with all the learning skills we can follow Blooms taxonomy.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

This will lead to greater levels of learning.

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

LEARNING STYLES AND MULTIPLE INTELLIGENCES

Howard Gardner has identified eight different types of intelligences that each
individual has the capacity to possess. The idea of multiple intelligences is important
because it allows for educators to identify different learning styles and also contradicts
the idea that intelligence can be measured through IQ

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

WHAT ABOUT YOU?

http://www.edutopia.org/multiple-intelligences-assessment

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El ingls como lengua vehicular en el aprendizaje integrado de contenido y

lengua (CLIL)

Dudas
Sugerencias
Inquietudes.
Propuestas de mejora

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THANKS!