CLIL Methodology and Material Design

Posted on Sep 8, 2024 in French

A. Learning Materials and Language in CLIL

1. Peter Mehisto’s Learning Material Definition

As P. Mehisto states, learning materials encompass the information and knowledge presented in various media and formats that support learning outcomes. These materials align with the curriculum’s objectives and requirements.

2. Language OF/FOR/THROUGH Learning

Language OF Learning: This explores the language learners need to access new subject-specific knowledge and understanding.

Language FOR Learning: This is the language needed to navigate a foreign language context. It involves scaffolding, providing learners with the language necessary to complete tasks. It is subject-compatible.

Language THROUGH Learning: This is the language acquired through continuous exposure to input during the unit.

3. Advantages of Using Published Materials

Harlen and Qualler propose five advantages:

  1. Helps ensure curriculum coverage.
  2. Saves planning time.
  3. Helps identify resources.
  4. Helps teachers gain confidence.
  5. Can be engaging resources for children and teachers.

B. CLIL Material Creation and Lesson Design

4. Peter Mehisto’s Criteria for Creating CLIL Materials

P. Mehisto presents ten criteria:

  1. Making learning intentions and processes visible (related to language, content, and skills).
  2. Fostering the academic domain of language.
  3. Fostering skills development and autonomy.
  4. Including formative assessment (self, peer, etc.).
  5. Creating a safe learning environment.
  6. Fostering cooperative language.
  7. Incorporating authentic language and language use.
  8. Fostering critical thinking.
  9. Fostering cognitive fluency through scaffolding of content, language, and skills.
  10. Fostering meaningful learning.

5. What Makes a Good CLIL Lesson?

Successful CLIL lessons require tools and templates for planning and material adaptation. They should combine the 4Cs: Content, Communication, Cognition, and Culture. All four language skills (listening, speaking, reading, and writing) should be integrated.

Materials for a Successful CLIL Lesson:

  • Input and Input Scaffolding: Real objects, manipulatives.
  • Language and Skills Development: Displays with key structures, adapted texts.
  • Scaffolding Cognition and Problem Solving: Thinking games, online games.
  • Cultural Awareness: Resources like Edchange.

6. The CLIL Pyramid

The CLIL Pyramid guides unit planning, starting with content selection. Multimodal input and media choices are then considered. Finally, tasks are designed to foster higher-order thinking skills and authentic communication.

  1. Topic Selection
  2. Choice of Media
  3. Task Design
  4. CLIL Workout

C. Quality CLIL Materials and Cohesion

7. Oliver Meyer’s Opinion on CLIL Material Design

Note: The provided text repeats information from section 5. Please provide Oliver Meyer’s specific opinion for a more accurate response.

8. Ensuring Cohesion Between Teaching Aims and Learning Outcomes

Successful CLIL requires tools and templates for planning and material adaptation. A successful CLIL learning process should integrate the 4Cs:

Content: Progression in knowledge, skills, and understanding. The topic is often extracted from the curriculum, involving cross-curricular and integrated studies.

Communication: Language facilitates communication and learning. This includes the language OF, FOR, and THROUGH learning.

Cognition: Effective CLIL challenges learners to create new knowledge and develop skills through reflection and higher/lower-order thinking.

Culture: Adds learning value and allows for understanding cultural differences and similarities.

9. Levels of Technology Adoption in CLIL

ICT use in CLIL has three levels:

  1. Infusion: Reinforces existing practices.
  2. Integration: Introduces new ways to use technology, integrated into the curriculum.
  3. Transformation: Adds value to the learning process through learner involvement in technology use.

D. The 4Cs Framework and Other Considerations

10. Planning Steps Using the 4Cs Framework

Note: The provided text repeats information from section 8. Please provide specific planning steps for a more comprehensive response.

11. Disadvantages of Using Published Materials

Adapting materials to learners’ needs is crucial. Published materials may have disadvantages:

  • May limit pupil motivation.
  • May become boring for children.
  • May limit cross-curricular links.
  • May limit adaptation to individual differences.

12. Harlen’s Definition of ICT

According to Harlen, young people are adept at using ICT. However, for effective learning, teachers must establish clear objectives for ICT use. This emphasizes the importance of purposeful integration of ICT in education.