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CLILing in Europe

Madrid, 11th March 2018


Enrique Ruiz Cano

Head of the English and CLIL department & Erasmus+ projects co-ordinator
CLIL
•CLIL is a tool for the teaching and learning of Content AND Language. The
essence of CLIL is integration.

•Pupils are likely to learn more if they are not simply learning language for
language’s sake but using language to learn new content.

•The CLIL approach also develops learning and thinking skills


1. Overview of CLIL in Europe

CLIL is highly variegated Coyle 2007 documents


216 types of CLIL
CLIL models involve stepping up the presence of
the target language and teach subjects through
that language.
1. Overview of CLIL in Europe: different ways of
implementation
1. Subject teacher and Language teacher teach different lessons.
L2 is the main purpose. L2 teacher places emphasis on students´ FL ability.

2. Subject teacher and Language teacher teach different lessons.


L2 is the main purpose. L2 teacher orientates the lesson towards the subject.

3. Subject and language teacher teach in the same lesson. Subject teacher speaks
in the mother tongue and L2 teacher uses the FL.

4. Subject and language teacher teach in the same lesson. Both subject and language teachers
speak in the FL.

5. Subject teacher speaks in L1. Written materials are in L2 though.

6. Subject teacher speaks in L1 but get pupils to speak, listen to (through other sources), read
and write in L2.

7. Subject teacher teaches on their own in L2.


1. Overview of CLIL in Europe

In Northern Europe (Finland, Sweden, Norway,


Estonia) CLIL has been vastly employed.
Bergroth (2006) comes to the fore with a quantitive
study on using CLIL for Maths in Sweden L1
(Finish), L2 (Swedish), L3 (English) which shows
content knowledge is not threatened. English is
positively affected.
1. Overview of CLIL in Europe

In Finland…
Jäppinen (2006) examines the effects of CLIL on
thinking and content-learning processes. The
data indicate that it has good repercutions on
both aspects and makes subject matter
acquisition easier.
1. Overview of CLIL in Europe

In Germany…
Studies suggest target language gains in terms of
lexis (Woode 1999) and general coomunicative
competence (Velázquez 2007). CLIL cohorts
perform as well as, if not better, that their non-
CLIL peers in subject matter.
1. Overview of CLIL in Europe

In Italy…
Coonan (2007) uses quatitive research through
interviewing teachers. CLIL has a positive
bearing on the way students learn content, their
motivation, and their degree of attention in
lessons. The interviewees consider that this
educational approach increases cognitive
complexity and flexibility in content and language
integration,but does not result in simplification of
learning objectives.
2.- Research in Spain says…

Impact beyond foreign language learning (SS’


positive attitude towards learning through L2,
teachers’ challenge, improvement of SS´ linguistic
competence –mainly receptive skills-, discrepancies
regarding learning of content.
3. What is CLIL? Types of CLIL and some
theoretical frameworks
• Content-led approach: ( HARD CLIL)

• Language –led approach: (language syllabus


incorporating more conceptual content) – SOFT
CLIL or CELT

This distiction is beginning to blur


Do Coyle´s theory
How do we prioritise content
but still work with
language??
Think of CLIL in 3 dimensions (Ball,
P.)
The ‘single focus’ of CLIL

Conceptual and Linguistic knowledge

Procedural knowledge (competences)


PPP =– Presentation, Practice, Production

In language teaching, we used to think that


we had to Present and Practise, before really
Producing.
CLIL = Production, Practice, Presentation
• CLIL turns PPP on its head

• CLIL turns PPP on its head


Theoretical framework
The different functions of classroom language

LOE
Children perceive reality in a holistic way
CLIL
BICS CALP
The ELT child
I’m theoretically
on my way to
Proficiency!
Throw them in at the deep end!
Throw them in at the deep end! English

I’m CLIL-ing!
Communication? It’s a fair deal. Here’s English

some language to be going


Ok! Give me on with!
some content!

Don’t forget the other


one!
What does CLIL include?

CLIL comprises 7 Cs: (Dr. Hicks, D.)

1. Collaboration

2. Communication

3. Colegiality

4. Choice

5. Criticality

6. Cognition

7. Creativity
What do we do at school?
We teach Science and Art and Crafts through the English language
using a “hard” CLIL approach

BUT we also use CLIL when teaching English as a Foreign Langauge

We teach 4-5 hours of English a week!


4. Other ways of implementing CLIL

Teach a subject in 2 through the mother tongue


and the target language { 2h in the mother
tongue and 2 h in English}.
Use soft CLIL to reinforce a particular subject
during the English lessons.
Use soft CLIL when teaching English through
projects.
Types of Erasmus+ projects in school
Education
KA 1 (Key Action 1) o Clave Acción 1

•For staff´s mobility and training


•Teaching assignment abroad

KA 2 (Key Action 2) o Clave Acción 2


Erasmus +
Strategic Associations

Tres tipos:
-Associations school to school (KA219)
-Associations in school Education (KA201)
-Associations between Educational Auhorities
KA1 PROJECT: “CLIL in the Primary classroom”
CEIP ANDRÉS GARCÍA SOLER
•Bilingual school since 2009.
•Need of training abroad
•Need to make contacts with other schools

What did our project include?


•2 training courses in CLIL
•With the same money we were able to send 3 teachers
EUROPEAN DEVELOPMENT PLAN

• Share our experience using CLIL and get to know other approaches.

• Need to build up links with other schools.

• Develop children´s sociocultural competence.

• Look for potential partners for an Strategic Association.

• More practical approach of CLIL methodology.

• Need to establish contacts with other teachers.


QUALITY IN PROJECT MANAGEMENT

Project phases:
• What teachers are taking part? Need criteria for selection.

•Identify needs of the English department.

•Have a clear idea of the phases.

•Post-mobility activities: meeting with the rest of the staff,


dissemination, etc.
ERASMUS + KA2

 There are 3 types:


1. Strategic Associations between schools
only.
2. Strategic Associations in Education.
3. Strategic Associations between regional or
local Educational Authorities.
School years: 2014-2015 & 2015-2016

CLIL as a tool for change in the Primary classroom

Riga Classical
Redhills Primary
Gymnasium - LATVIA
school- UK

SPAIN
Aim:
- Use a soft CLIL approach when
teaching the FL to develop common
projects with other European CLIL
schools through erasmus which will
contribute to an integrated curriculum
COMPETENCE-BASED
PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities
from the three countries
School year 2015-16
Autumn term: Tudor times
Spring term: Famous people
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities from
the three countries

https://www.youtube.com/watch?v=bfAXrSO8OKQ&feature=youtu.be
(Example of a part of a final task)
EXAMPLES OF CHILDREN´S TASKS

Throughout our Erasmus+ project, we have carried out some common projects
with the other schools:

1st project: LOCAL HERITAGE IN LORCA, EXETER AND RIGA

Cities: http://bit.ly/2dUs2s9 (example of final children´s final tasks)

2nd project: TUDOR TIMES


Unit food http://bit.ly/2dmwArn (example of children´s final task)
Tudor times characters http://bit.ly/2dzYLGn (example of children´s final task)

3rd project: CELEBRITIES


Celebrities http://bit.ly/2d2oEKS (example of children´s final task)
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2015-16
Autumn term: Tudor times

https://www.youtube.com/watch?v=AAXj_vlS_hE&featur
e=em-upload_owner (video Henry VIII – Lucía)
https://www.youtube.com/watch?v=X0pLs7bpBxU&featu
re=em-upload_owner (video Shakespeare – Antonio)
Examples of children´s tasks

Using “Scratch”- PROJECT TUDOR TIMES

•https://scratch.mit.edu/projects/115770746/
•https://scratch.mit.edu/projects/115770029/
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
Spring term: Famous people

https://www.youtube.com/watch?v=QWlwLEzedKU
(Example of a part of a final task)
This project includes …
- Transnational visits where teachers are the
only participants and whose main objective is
to coordinate the project.

- Stays with pupils


Working in an European
schools network
RESULTS IN MY SCHOOL:
• 42.22% of pupils reched a B1 level of English in Year 6 (school year 2015-16)
• 26.67% of pupils reached an A2+ level of English in Year 6 (school year 2015-16)
• 13.33% of pupils reached an A2 level of English in Year 6 (school year 2015-16)
• 17.78% of pupils reached an A1 level of English or less in Year 6 (school year 2015-16)
BENEFITS
- Motivation

- Faster development of communicative competence

- Memorable learning experience

- Shift from using the language for its own sake to actually using it to learn content.

- More interaction.

- Develop of key competences.

- Improvement of pupils´ competence in L1.

- Cater for a wider scope of learning styles.

- Pupils become socioculturally competent.

- Impulse for schools (Erasmus + or Cambridge tests).


Experience
https://vimeo.com/173879831
Experience

https://vimeo.com/173879831
Link the school work with
families and other stakeholders
- Website or blog http://www.clilenglishags.com/
- Facebook group
- Twitter group
- Etwinning through twinspace
- https://twinspace.etwinning.net/11246/home
- Educational Authorities website
- Social media
ETWINNING
- We build up links with schools
across Europe. We don´t need
paperwork.
ANGLOMANIA

OUR EXPERIENCE
https://www.youtube.com/watch?v=8X4_2ZvJ
u4g&feature=share

https://vimeo.com/231119722
MORE TESTIMONIALS

https://twinspace.etwinning.net/29180/home
Our twinspace
KA1 PROJECT: Learning differences
and Inclusion in CLIL teaching
- 3 CLIL training courses
- A 2 months teaching assignment in Riga
KA1 PROJECTS: Hosting teachers
Teachers coming over for job-shadowing (Latvia,
Poland, Italy, Hungary, Netherlands, Romania)

Teacher coming over to complete a teaching


assignment abroad (Slovenia)
OUR CURRENT KA2 PROJECT 
School years 2016-17 & 2017-18

SPAIN

UK
LATVIA

ITALY
Focus of the project:
- CLIL & Bilingual Education
- Competence-based projects for English
Literacy
- Character-based learning & Inclusion
- Intercultural competence
What do we want to assess by the end
of the project as far as children are
concerned?
- To what extent Erasmus+ favours children´s
sociocultural competenece
- To what extent Erasmus+ favours children´s
linguistic competence
What have we found out so far?
SOCIOCULTURAL AWARENESS
- Children working within an European schools
network are more aware of “themselves and others”
and differences more significant with those who
have travelled. Erasmus+ children are considerably
more broad-minded.

LINGUISTIC COMPETENCE IN THE TARGET


LANGUAGE
- Erasmus+ students get higher results than non-
Erasmus+ students, especially when it comes to
speaking and listening skills.
School years 2016-17 & 2017-18

https://vimeo.com/223442480
Testimonials

https://vimeo.com/239117484
Testimonials about the trip to the UK
School years 2016-17 & 2017-18

https://vimeo.com/251834041
More testimonials

https://vimeo.com/258102378
Italian children
Thank you for coming! 

Enrique Ruiz Cano


enrique.ruiz.cano@hotmail.com