A very superficial overview on CLIL (Content Language Integrated Learning) Only to be used for appropiately superficial study

1. Applications of CLT Task-Based/Cooperative Approach & Content Language Integrated Learning: A new dimension in Language Learning Ignacio Bravo & Alberto Delano.

2. Task-based language learning Focuses on the use of authentic language and on asking students to do meaningful tasks using the target language Allows for more meaningful communication provides for practical extra-linguistic skill building Task-based language learning is on output students are only exposed to certain forms of language

3. Cooperative Language Learning. Collaborative foundations, maximizing group activities. -Centralized on the learner, constant feedback from peers. -Different types of groups according to specific language learning aspect. -Strong focus on interpersonal skills, interdependence . -Groups are to be selected by teacher according to student’s needs Source: http://www.slideshare.net/mgdpcastro/cooperative-language-learning-approach-presentation

4. Content Language Integrated Learning. Content through Language Origins: New Conception of Language Learning for a New World -CLIL tackles the needs for massive and thorough language learning in a globalized world -CLIL also tackles the communicative needs of the Knowledge/Information era.

6. CLIL as a means to revolutionize education: The European Union’s caseCLIL as a concept adopted in 1994 by Marsh, Maljers and Hartiala to describe the method.

7. CLIL Theoretical Concepts CLIL is not -Content learning in another language. -Traditional language teaching disguised as content learning. The question is How to apply CLIL as for: Content Learning Language Learning.

9. Language Learning Aspects Form and Meaning should be given equal priority and mutual complementation. Communicative approach but also strong grammar focus. Or content and language integrated in a continuum. “Content must be manipulated by pedagogy if its potential for language learning is to be realized” Klapper, 1996: 70

10. Proposed Approach for CLIL: The Language Triptych. Language of Learning: Content’s Concepts and Skills. CLIL Linguistic Progression. Language for Learning: Operating in a Foreign Environment. Language through Learning: Recycling Language Knowledge into New Environments

12. “Two birds with one stone” Learners achieve two areas of expertise under one subject.

15. CLILChallenges and restrictions: -Cooperation and alliances -Market response Technical Lack of teachers Lack of materials

16. CLIL Challenges and restrictions: Pedagogical issues Language is not the primary subject. Avoiding content quality deficiency. Create opportunities to develop language skills. Appropriate level of language. Variety of language models. Communication over form. Making it meaningful.

17. Practical applications Here are two examples of CLIL in use CLIL in Finland http://www.youtube.com/watch?v=uAJSzSTUNT0 CLIL for the Knowledge Society http://www.youtube.com/watch?v=8YwABHYvHwM

18. Practical Applications: Using Literature and Media under CLIL Literature in a second language provides crucial language knowledge in: -Subtle aspects of a language: Wordplay, Idioms. -Register: Using a wide selection of works, from Classics to Postmodern Also, “Pop Culture” works should be included, specially Comics and TV Series.

19. Sources. All content provided on CLIL was taken from the following books: -”CLIL: content and language integrated learning”. By Do Coyle et al. 2010. Cambridge University Press. Cambridge. -”Uncovering CLIL: Content and language learning integrated in bilingual and multilingual education” By PeeterMehistoet al. 2008.Macmillan Education. Oxford.