7051770
Descrição
Mapa Mental por Paula Reyes, atualizado more than 1 year ago
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Criado por Paula Reyes
mais de 7 anos atrás
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THE CLIL TEACHER
- Mainly non-native
speakers. CLIL
vehicular language.
Context dependent
(teach content
through language)
- Linguistic
goal: It
depends
on the ed.
level,
country or
community.
- It follows CEFR,
AKA the main goal
is functional
bilingualism
(language
production across
everyday contexts
and events).
- Teachers are
responsible for
teaching the
subject in
addition to the
language using
appropriate
methodology.
- Linguistic
goal: It
depends
on the ed.
level,
country or
community.
- PLANNER
- Intentional
decisions
about what
language we
are promoting
through that
content.
- language skills,
specific
vocabulary,
competences in
text types or
genres.
- language skills,
specific
vocabulary,
competences in
text types or
genres.
- M.I: the competence in the
additional language +
cognitively challenging
content through additional
language = better
competence in the
language.
- Focus on learning
rather than what
we are teaching.
it takes longer
time because we
are learning by
construction, not
by instruction.
- Intentional
decisions
about what
language we
are promoting
through that
content.
- LANGUAGE USER
- Teachers are
conscious of
the
language of
instruction.
- Use academic
language in the
additional
language to
convey part of
the lesson.
- Examples,
definicitions,
linguistic and
non- linguistic
mechanisms to
get the message
across.
- Clil teachers are flexible
to respont to the
unexpected using an
additional language.
- Examples,
definicitions,
linguistic and
non- linguistic
mechanisms to
get the message
across.
- Teachers are
conscious of
the
language of
instruction.
- ADDITIONAL LANGUAGE
PROMOTER
- Clil: Pedagogic tool which
aims to safeguard the
subject being taught whilst
promoting language
- Clil teachers are in charge
of planning content as well
as promoting language
(using language objectives).
- Clil: Pedagogic tool which
aims to safeguard the
subject being taught whilst
promoting language
- PROTECTOR OF THE DISCIPLINE
- Various language-
supportive methodologies
lead to a dual-focused form
of instruction.
- Language
- Content
- Speak and write
- Speak and write
- Non language subject is
taught THROUGH a
foreing language.
- Language
- Various language-
supportive methodologies
lead to a dual-focused form
of instruction.
- Material designer
- Cross-curricular
approach that
provides an
effective context
for learning
integrated skills.
- Design materials:
balance between
cognitive and
linguistic demands.
- Discipline teacher +
language teacher =
work together to
produce materials.
- Discipline teacher +
language teacher =
work together to
produce materials.
- Cross-curricular
approach that
provides an
effective context
for learning
integrated skills.
- TEAM PARTNER
- Content teachers + language
teachers work together to
design materials.
- Team partners benefits: language
strategies and content can be reinforced by
both teachers in both areas (content and
language).
- Team partners benefits: language
strategies and content can be reinforced by
both teachers in both areas (content and
language).
- Content teachers + language
teachers work together to
design materials.
- EVALUATOR
- check the degree of
achievement of objectives.
- issue open: Do we evaluate
language as well?
*Collaborate with the
language teacher.
- issue open: Do we evaluate
language as well?
*Collaborate with the
language teacher.
- check the degree of
achievement of objectives.
- Methodological Innovator
- Implementing CLIL : Ensure
that the learning content is
going to take place and to
promote language.
- Thinking-centred
- Teachers and
learners reaching
content and the
means of expressing
an understanding of
it
- It demands self-awareness and self-
regulation about the learning process.
- Teachers and
learners reaching
content and the
means of expressing
an understanding of
it
- Thinking-centred
- Implementing CLIL : Ensure
that the learning content is
going to take place and to
promote language.
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