CLIL is one of the most innovative and successful developments of Dutch and European education. The European Platform has actively supported CLIL since its earliest beginnings in the Netherlands, by acting as national contact for information and advice on CLIL, offering general and financial support to schools, monitoring the quality of CLIL through school visits and certification, and co-operating with researchers and teacher training institutes. In the past twenty years, the number of schools offering CLIL education in the Netherlands has rapidly increased. More than a hundred schools are now members of the school network that was founded by the European Platform in 1994.
This is not an isolated phenomenon: we see a steady expansion of CLIL provision in school education in the great majority of European countries, supported by EU and national policy initiatives. Educators, policy makers and parents consider CLIL a strong means to offer children a better preparation for their future life, in which international contacts and mobility will be increasingly more widespread. Faced with such a growth of CLIL education, one of the crucial challenges that we have to deal with is the provision of good pre- and in-service teacher training and effective teaching materials. From this perspective, I highly appreciate that we can offer Dutch CLIL teachers a comprehensive handbook, aimed at supporting them in their daily work. In CLIL Skills the team of authors, composed of teacher trainers working at Dutch teacher training institutions involved in CLIL, have brought together broad knowledge and long experience in this field, and have created a valuable instrument for the professional development of teachers.
I am confident that CLIL Skills will meet the needs of many CLIL teachers: it clearly presents the theoretical
background on which CLIL is founded, showing the implications for classroom practice and offering useful
practical ideas for CLIL lessons.
I sincerely hope that this handbook will be of value to all who read it.
Jindra Divis
European Platform — internationalising education
General Director
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CONTENTS
Foreword 10
How to use this book 11
Contributions from CLIL teachers 12
1 ACTIVATING FOR CLIL 15
INTRODUCTION 15
CASE STUDY 17
BACKGROUND AND THEORY 18
1 Why activate? 18
2 Why activate in CLIL? 18
3 Which learning theories are important in activating and CLIL? 19
APPLICATIONS IN CLIL 22
1 Language 22
2 Knowledge 22
3 Experience 23
4 Thinking 23
5 Interactions 24
6 Multiple intelligences 25
CONCLUSION 26
PRACTICAL LESSON IDEAS 27
2 PROVIDING LESSON INPUT FOR CLIL 37
INTRODUCTION 37
CASE STUDY 38
BACKGROUND AND THEORY 39
1 Providing and processing input 39
2 Multimodal and varied input 41
3 BICS and CALP 46
4 Cummins’ Quadrants and input 47
5 Level of input, or comprehensibility 49
6 Vocabulary and comprehensibility 49
7 Language characteristics of input 51
8 Difficulties CLIL learners may experience with input 52
APPLICATIONS IN CLIL 53
1 Estimating language comprehensibility 53
2 Working with vocabulary 54
3 Glossaries 54
4 Input organisation 54
5 Measuring readability 55
6 The Common European Framework of Reference for Languages 56
7 Adapting lesson input 58
CONCLUSION 61
PRACTICAL LESSON IDEAS 62
4 CLIL SKILLS
3 GUIDING UNDERSTANDING FOR CLIL 71
INTRODUCTION 71
CASE STUDY 73
BACKGROUND AND THEORY 74
1 Why is processing input important in CLIL? 74
2 Vocabulary and memory 75
3 Scaffolding and the zone of proximal development (ZPD) 76
APPLICATIONS IN CLIL 77
1 Helping learners with input 77
2 Selecting key words 79
3 Noticing and awareness activities 80
4 Recycling vocabulary ‘multimodally’ 81
5 ‘Poor’ and ’rich’ vocabulary tasks 82
6 Personalising 82
7 Glossaries and Personal Idiom Files 83
8 Reading strategies 84
9 Text types and structures 88
10 Using the CEFR 92
11 Scaffolding tools 93
12 Graphic organisers 95
13 Using visuals 96
14 Questions for understanding 97
15 Fat and skinny questions 98
16 Bloom’s taxonomy 99
17 Cummins’ Quadrants and guiding understanding 102
CONCLUSION 103
PRACTICAL LESSON IDEAS 104
Practical vocabulary ideas 104
Practical activities related to texts 110
4 ENCOURAGING SPEAKING AND WRITING IN CLIL 117
INTRODUCTION 117
CASE STUDY 119
BACKGROUND AND THEORY 120
1 Types of output 120
2 Why output is important in CLIL 121
3 The types of difficulties CLIL learners experience with output 122
4 Cummins’ Quadrants and encouraging speaking and writing in CLIL 122
5 The mode continuum 124
6 How to guid learners to produce more CALP 125
APPLICATIONS IN CLIL — TEACHING SPEAKING 126
1 Negotiation of meaning in spoken interaction 126
2 Information gap activities 128
3 Exploratory talk 128
4 Effective speaking tasks 129
5 Effective questioning 130
6 Suggestions for effective questioning 131
7 Tips for encouraging learners to speak English 132
8 Scaffolding spoken output 133
9 Speaking frames 134
CONTENTS 5
10 Differences between speaking and writing for CLIL 138
APPLICATIONS IN CLIL — TEACHING WRITING 139
1 Methodological approaches 139
2 Discuss text types, aims and audience 141
3 Work with examples 142
4 Look at text features (text deconstruction) 142
5 Help learners generate ideas 144
6 Write together (joint construction) 144
7 Guide and support first attempts 144
8 Scaffold the writing process 144
9 Encourage learners to write independently 148
10 Encourage peer review 149
11 Give feedback during the writing process 150
CONCLUSION 150
PRACTICAL LESSON IDEAS — ENCOURAGING OUTPUT 152
Practical lesson ideas to encourage speaking 152
Practical lesson ideas to encourage writing 159
Practical lesson idea to encourage non-linguistic output 168
5 ASSESSING LEARNING AND GIVING FEEDBACK FOR CLIL 171
INTRODUCTION 171
CASE STUDY 173
BACKGROUND AND THEORY 175
1 Assessment 175
2 Why assessment? 175
3 The importance of alignment 176
4 Assessment of learning versus assessment for learning 177
5 Forms of assessment 177
6 Assessment for learning: pros, cons and recommendations 179
7 Why assess language? 181
8 What are rubrics? 181
9 Why rubrics? 185
10 How to make rubrics 186
11 Peer and self assessment in CLIL 186
APPLICATIONS IN CLIL 187
1 Assessment and the Cummins’ Quadrants 187
2 Principles of assessing bilingual learners 192
3 The kinds of language mistakes learners make 193
4 The reasons for second-language mistakes 194
5 Effective ways of dealing with mistakes 196
6 Feedback on speaking 197
7 Feedback on writing 199
8 Giving feedback on content and language 202
CONCLUSION 205
PRACTICAL LESSON IDEAS — ASSESSMENT AND FEEDBACK 206
Practical lesson ideas for assessment 206
Practical lesson ideas for feedback 212
6 CLIL SKILLS
6 USING PROJECTS FOR CLIL 217
INTRODUCTION 217
CASE STUDY 218
BACKGROUND AND THEORY 221
1 CLIL projects 221
2 Types of projects 222
3 Advantages of CLIL projects for bilingual learners 222
4 Advantages of CLIL projects for teachers 225
5 Disadvantages of CLIL projects 226
APPLICATIONS IN CLIL 226
1 Characteristics of good cross-curricular CLIL projects 226
2 Formulating project aims 226
3 Project design 227
4 The learner’s role in projects: grouping learners 229
5 Co-operative learning: SPIRE 230
6 Teacher’s role at the start of a project 232
7 Teacher’s role during a project 233
8 Teacher’s role at the end of a project 233
9 WebQuests 239
10 Why WebQuests for CLIL? 240
CONCLUSION 243
PRACTICAL LESSON IDEAS 244
Key to Teacher Tasks 255
References 259
Publications 259
Dictionaries 261
Websites 261
Acknowledgements (from the original edition) 263
Introduction (from the original edition) 264
Appendix: the Common European Framework of Reference for Languages 266
Glossary 26