Here we go again! This is my first blog entry after holidays (by the way, Happy New Year!). Some days before Christmas time, I entered Clara’s 3-CLIL class (Geography in English, first year) in order to observe first-hand and record how she manages a CLIL class. I was lucky because Sam, the English language assistant, was there as well, acting as a facilitator in the activity. They were carrying out a communicative task on geographic terms. According to Clara, the aim of this facilitating task was the elaboration of small oral texts (basically through definition) using suitable geographic vocabulary. In the previous units the students had worked upon all the concepts they were going to define (transport, capital, market…).
Today I am sharing a project I have just done with my 3ESO-CLIL students (first year in CLIL). Since they are learning Geography in English with Clara, their CLIL teacher, I decided to integrate Geographic contents in my language lessons as well. As a language coordinator, what I do is anticipate the language necessary for the CLIL class as well as integrate non-linguistic curricular contents in my lessons, in such a way that the students feel a sense of coherence in what we both do.
Hoxe vou compartir un proxecto que acabo de facer co meu alumnado CLIL de 3º da ESO (primeiro ano en CLIL). Como están a aprender xeografía en inglés con Clara, a profe CLIL, decidín integrar contidos de xeografía nas miñas clases de lingua. Como coordinador da sección bilingüe, o que fago é anticipar a linguaxe necesaria para as clases CLIL, así como integrar contidos curriculares non lingüísticos nas miñas, de tal xeito que o alumnado perciba certo grao de coherencia no que facemos ambos os dous.
The following project is H.O.T.S. (Higher Order Thinking Skills) CALP (Cognitive Academic Language Proficiency) oriented. The starting point is the students’ own context and the project is based on content research, development of digital literacy and written language production. This is the way we presented it to our students on our Moodle:
O seguinte proxecto está pensado para que o alumnado desenvolva H.O.T.S. e CALP. O punto de partida é o propio contexto do alumnado e o proxecto baséase na investigación relacionada co contido, no desenvolvemento da literacidade dixital e na produción da lingua escrita. Así llo presentamos ao alumnado na nosa aula virtual:
Our CLIL TIPS today are related to History contents in the English Class. As a teacher of English, I have modified my syllabus so as to adapt it to CLIL as well as to meet students’ new language needs. At the moment, in Social Science, 4CLIL students are learning things about the Industrial Revolution. In English, students are developing their skills for argumentation and analysis in the additional language.
As nosas suxestións CLIL de hoxe están relacionadas con contidos de Historia na clase de Inglés. Como profesor de inglés modifiquei a miña programación para adaptala a CLIL e ás novas necesidades lingüísticas do alumnado. Neste momento, en Ciencias Sociais, o alumnado de 4º CLIL está a aprender cousas sobre a Revolución Industrial. En Inglés, están a desenvolver as súas habilidades para a argumentación e a análise nunha lingua adicional.
Every teacher knows that writing is not students’ favourite activity, possibly because it takes a lot of cognitive effort and is usually perceived as something boring. In Geography and History CLIL, students must develop their skills for explanation, narration, description, definition… and it is the ESL teachers’ job to anticipate and practise the language the students will need so as to be proficient in the CLIL class. Teaching kids to write is tough work, although it can be very rewarding if we do it in a funny and communicative way. Continue Reading
So far, I have used this blog to share some personal and school projects related to additional language learning. Due to both the gradually increasing interest in what we do here and the implementation of a CLIL programme in our school, I would like to share experiences, lesson tips, projects, tasks…with other teachers and schools involved in this kind of language programme. Our school, the IES Xulián Magariños, is a rural medium-sized school involved in a lot of projects. It is probably not endowed with as many resources as some renowned urban schools, but I am sure that we do manage to make our students acquire a multilingual competence. My intention with this blog is make our and our students’ experience known as well as share what we do, hoping it will be useful for other teachers and schools. Continue Reading