THE CLIL TEACHER

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Mind Map on THE CLIL TEACHER, created by Paula Reyes on 20/11/2016.
Paula Reyes
Mind Map by Paula Reyes, updated more than 1 year ago
Paula Reyes
Created by Paula Reyes over 7 years ago
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Resource summary

THE CLIL TEACHER
  1. Mainly non-native speakers. CLIL vehicular language. Context dependent (teach content through language)
    1. Linguistic goal: It depends on the ed. level, country or community.
      1. It follows CEFR, AKA the main goal is functional bilingualism (language production across everyday contexts and events).
        1. Teachers are responsible for teaching the subject in addition to the language using appropriate methodology.
        2. PLANNER
          1. Intentional decisions about what language we are promoting through that content.
            1. language skills, specific vocabulary, competences in text types or genres.
            2. M.I: the competence in the additional language + cognitively challenging content through additional language = better competence in the language.
              1. Focus on learning rather than what we are teaching. it takes longer time because we are learning by construction, not by instruction.
              2. LANGUAGE USER
                1. Teachers are conscious of the language of instruction.
                  1. Use academic language in the additional language to convey part of the lesson.
                    1. Examples, definicitions, linguistic and non- linguistic mechanisms to get the message across.
                      1. Clil teachers are flexible to respont to the unexpected using an additional language.
                    2. ADDITIONAL LANGUAGE PROMOTER
                      1. Clil: Pedagogic tool which aims to safeguard the subject being taught whilst promoting language
                        1. Clil teachers are in charge of planning content as well as promoting language (using language objectives).
                        2. PROTECTOR OF THE DISCIPLINE
                          1. Various language- supportive methodologies lead to a dual-focused form of instruction.
                            1. Language
                              1. Content
                                1. Speak and write
                                2. Non language subject is taught THROUGH a foreing language.
                              2. Material designer
                                1. Cross-curricular approach that provides an effective context for learning integrated skills.
                                  1. Design materials: balance between cognitive and linguistic demands.
                                    1. Discipline teacher + language teacher = work together to produce materials.
                                  2. TEAM PARTNER
                                    1. Content teachers + language teachers work together to design materials.
                                      1. Team partners benefits: language strategies and content can be reinforced by both teachers in both areas (content and language).
                                    2. EVALUATOR
                                      1. check the degree of achievement of objectives.
                                        1. issue open: Do we evaluate language as well? *Collaborate with the language teacher.
                                      2. Methodological Innovator
                                        1. Implementing CLIL : Ensure that the learning content is going to take place and to promote language.
                                          1. Thinking-centred
                                            1. Teachers and learners reaching content and the means of expressing an understanding of it
                                              1. It demands self-awareness and self- regulation about the learning process.
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