TOWARDS CLIL METHODOLOGIES

From Curriculum Development for Bilingual Integrated Teaching web I highlight this chapter on CLIL methodologies.

Aim

To consider, explore and develop appropriate methodologies for the CLIL classroom within a reflective framework
Objectives

* To deepen awareness of the Reflective Cycle and define its relevance for achieving the aim of this unit
* To reflect on the interrelationship between teaching and learning as well as methodologies which underpin this symbiosis
* To construct a set of context relevant fundamental or Guiding Principles upon which CLIL methodologies can be built
* To define methodologies which emanate from this set of principles
* To devise appropriate tools for evaluating the effectiveness of such methodologies
* To review these developments within the framework of the Reflective Cycle

Course Content

This is organised in four stages which are integral to the Reflective Cycle
Stage 1: Reflecting on the issues

Introduction to the Reflective Cycle

To explore, critique and define what participants understand by effective teaching (in general, in subject and/or in foreign language settings)

To explore, critique and define what participants understand by effective learning (in general, in subject and/or in foreign language settings)

To explore, critique and define 'ideal' CLIL teaching and learning

To reflect on the implications of the above

Stage 2: Defining fundamental principles for CLIL

To consider and critique an existing list of Guiding Principles

To deepen awareness of Research, reports and projects in CLIL and related fields which will further inform practice and clarify guiding principles

To construct (by adding to and/ or adapting) a set of fundamental principles relevant to participants' working contexts

Stage 3: Applying fundamental principles to classroom methodologies

To explore and critique the 4Cs Curriculum

* Content (subject)
* Communication (language)
* Cognition (thinking skills)
* Culture (pluricultural elements of CLIL)

To consider how the guiding principles impact on teaching strategies

To consider how the guiding principles impact on learning/ learner strategies

To plan a CLIL lesson/ series of lessons so that the methods suggested reflect the defined principles

To apply the construct of "Mut zur Lücke" in a principled way (analysing subject knowledge, skills and understanding)

Stage 4: Evaluating CLIL methodologies

To consider alternative tools for evaluation such as lesson observations, lessons evaluations, teacher diaries, student data (tests, assessments), student interviews, focus groups, questionnaires, student diaries

To devise suitable tools for evaluating participants' CLIL work

To review the results of the reflection and plan for further work accordingly

Learning Outcomes

By the end of this unit, participants will be able to

* understand how the Reflective Cycle might appropriately assist in the professional development of their CLIL teaching and learning
* articulate a set of fundamental principles upon which to base their own CLIL teaching and learning
* reconsider some current tools for evaluating CLIL methodologies in classrooms

Assignment suggestion

To observe a CLIL lesson and use an appropriate evaluation tool (e.g. an observation schedule such as the CARLA lesson evaluation sheet)
Bibliography

Link