The Content and Language Integrated Learning

1.

The Content and Language Integrated Learning
8th Group
Almaty, 2020
Done by: Omirzak Ulbala
Avsat Nazerke
Alden Gulshat
Assylbekova Bota
Ussina Indira
Zhalgasova Akdariya
Khyibatolla Shynar
Angsagan Gassyr
Ainur Baltabaeva

2.

Definition of CLIL from the point of view of David
Marsh, Do Coyle, etc.
Content and Language Integrated Learning (CLIL) – is
a term created in 1994 by David Marsh and Anne Maljers as a
methodology similar to [but distinct from] language immersion
and content-based.
The CLIL is a new didactic approach to teaching subjects
integrating two features – linguistic and factual.

3.

David Marsh has worked on
multilingualism and bilingual education
since the 1980s. He was part of the team
which conducted groundwork leading
to the launch of the term CLIL in 1994.
Do Coyle is an international expert in the
field of CLIL after having spent her career both as
a languages teacher and as an academic, working
and researching ways of improving learner
experiences in classrooms where other languages
are used as the medium of learning.

4.

CONTENT
COMMUNITY
COMMUNICATION
THE
5 C`s
COGNITION
COMPETENCE

5.

CONTENT
Teachers develop lessons around what the In this way SS build their content
SS already know
knowledge like building wall, one
course of bricks on top of the next.
COMMUNICATION
A CLIL teacher needs to ask herself a
series of questions.
What sort of communication will the
SS be involved in?
What language will be useful for that
communication?
COMPETENCES
“Can-do” statements describe the
outcomes of a lesson
CLIL teachers think about the can-do
statements they want their SS to be
able to make after the lesson
COMMUNITY
CLIL teachers help SS to relate what they
learn to the world around them. SS see
that what they learn is not just a school
subject, but something that relates to “the
real world”.
What is the relevance of this lesson to
the student’s daily life and
surroundings?
How does it link to the community or
culture surrounding the students?
Does it also link to other cultures?
COGNITION
Teachers have always asked their students
“when?”, “where?”, “which?”, “how
many?” and “who”. These questions focus
on real, specific and concrete answers.
Students who learn to answer them
correctly develop the thinking skills of
recalling, repeating and listing, and of
understanding.

6.

7.

Piaget's Theory and
Stages of Cognitive
Development
Akbota Assylbekova

8.

What is the cognitive development?
• Cognitive Development is the emergence of the ability to think and
understand.
• The acquisition of the ability to think, reason and problem solve.
• It is the process by which people's thinking changes across the life
span.
• Piaget studied Cognitive Development by observing children in
particular, to examine how their thought processes changed with age.
• It is the growing apprehension and adaptation to the physical and
social environment.

9.

Stages of Cognitive
Development
Sensorimotor stage: birth to 2 years
Preoperational stage: ages 2 to 7
Concrete operational stage: ages 7 to 11
Formal operational stage: ages 12 and up

10.

The Sensorimotor Stage
(Birth to 2 yrs)
- Infancy
• The infant knows the world through their movements and sensations
• Children learn about the world through basic actions such as sucking,
grasping, looking, and listening
• Infants learn that things continue to exist even though they cannot be
seen (object permanence)
• They are separate beings from the people and objects around them
• They realize that their actions can cause things to happen in the world
around them

11.

Preoperational Stage (2-7 yrs) -Toddler
and Early Childhood
• Children begin to think symbolically and learn to use words and
pictures to represent objects.
• Children at this stage tend to be egocentric and struggle to see things
from the perspective of others.
• While they are getting better with language and thinking, they still
tend to think about things in very concrete terms.

12.

Concrete Operational Stage
(7-12 yrs) -Childhood and Early Adolescence
• During this stage, children begin to thinking logically about concrete
events
• They begin to understand the concept of conservation; that the amount
of liquid in a short, wide cup is equal to that in a tall, skinny glass, for
example
• Their thinking becomes more logical and organized, but still very
concrete
• Children begin using inductive logic, or reasoning from specific
information to a general principle

13.

Formal Operational Stage
(12 yrs & above) -Adolscence and
Adulthood
• At this stage, the adolescent or young adult begins to think abstractly
and reason about hypothetical problems
• Abstract thought emerges
• Teens begin to think more about moral, philosophical, ethical, social,
and political issues that require theoretical and abstract reasoning
• Begin to use deductive logic, or reasoning from a general principle to
specific information

14.

Vygotsky was a Russian psychologist who is best known
for his sociocultural theory of learning. Vygotsky
published six books during his career which focused on
various issues related to development and education.
Lev Vygotsky
Key concepts of his theory:
Zone of Proximal Development (ZPD)
Scaffolding

15.

ZONE OF PROXIMAL DEVELOPMENT
ZPD
Vygotsky defined the zone of proximal
development as follows:
“The zone of proximal development is the
distance between the actual developmental level
as determined by independent problem solving
and the level of potential development as
determined through problem solving under adult
guidance or in collaboration with more capable
peers.”

16.

SCAFFOLDING
Vygotsky defined scaffolding instruction as the “role of
teachers and others in supporting the learner’s
development and providing support structures to get
to that next stage or level” (Raymond, 2000, p. 176).

17.

18.

Modern trends in TEFL Content and language integrate learning
(CLIL)
Submitted by: Khyibatolla S.A., Avsat N.S.

19.

Bloom’s Domains of Learning : The Cognitive Domain (Bloom’s
Taxonomy), The Affective Domain and The Psychomotor Domain
Cognitive
domain
(knowledge),
affective
domain
(attitudes),
psychomotor
domain
(skills).

20.

Learning is everywhere. We can learn mental skills, develop our attitudes and acquire new physical skills as we perform the
activities of our daily living. Learning is not an event.
Learning is not an event. It is a process.
Learning can generally be categorized into three domains: cognitive, affective, and psychomotor.
It is interesting to note that while the cognitive taxonomy was described in 1956, and the affective in 1964, the psychomotor
domain were not fully described until the 1970s.

21.

Cognitive Domain
The cognitive domain contains learning skills
predominantly related to thinking processes.
Learning processes in the cognitive domain include a
hierarchy of skills involving processing information,
constructing understanding, applying knowledge,
solving problems, and conducting research.
The cognitive domain includes skill clusters that
organize a complete, concise, and complementary
listing of the learning skills most critical for each
process. The newer version (2001) of Bloom’s
Taxonomy of Learning has a number of added
features that can be very useful to educators as they
try to construct optimal learning experiences.
There are six levels of cognitive complexity:

22.

Affective Domain
The affective domain involves our feelings, emotions and attitudes.
This domain includes the manner in which we deal with things emotionally,
such as
feelings, values, appreciation, enthusiasms, motivations, and attitudes.
This domain is categorized into 5 sub-domains, which include:
1. Receiving Phenomena: The receiving is the awareness of feelings, emotions,
and the
ability to utilize selected attention.
2. Responding to Phenomena: Responding is active participation of the
learner.
3. Valuing: Valuing is the ability to see the worth of something and express it.
Valuing
is concerned with the worth you attach to a particular object, phenomenon,
behavior,
or piece of information.
4. Organization: ability to prioritize a value over another and create a unique
value
system.
5. Characterization: the ability to internalize values and let them control the
person`s
behaviour.

23.

o Humans are lifelong learners. From birth onward we learn and assimilate what we have just learned
into what we already know. Learning in the Geosciences, like all learning, can be categorized into the
domains of concept knowledge, how we view ourselves as learners and the skills we need to engage in
the activities of geoscientists. As early as 1956 Educational Psychologist Benjamin Bloom divided
what and how we learn into three separate domains of learning.

24.

Alden Gulshat

25.

One of the main contributions to the
TESL community which is credited to Dr.
Cummins is the concept of Basic
Interpersonal Communication Skills
(BICS) and Cognitive Academic Language
Proficiency (CALP). BICS is the social
aspect of language you would normally
find in everyday situations like
playgrounds, talking, playing sports,
and the like. BICS develops more quickly
than CALP, usually taking six months to
two years to develop. CALP, by contrast,
is harder to learn and takes longer to
develop; it actually takes five to seven
years to achieve proficiency. CALP is the
style of language students need to
succeed in academic areas and as
students rise through higher and higher
grade levels, the language gets harder to
comprehend and context gradually
reduces (Haynes, 1998).

26.

General definition: the ability to speak two languages fluently
Bloomfield’s (1933): the mastery of two or more languages at native-like level.
Andersson and Boyer (1978): the use of two languages for curricular instruction in non-language
subjects.
- B1 level or higher is necessary for instruction to be effective; at this level users are independent and
competent
Balanced bilingualism: when two languages are used at more or less the same level.
Semilingualism: It occurs when the mastery of one language is considerably higher
than another.
BICS (basic interpersonal communicative skills): the ability to maintain a simple conversation, for
example in a shop or in the street. It is developed with contextual cues (including gestures) and
often occurs in face-to-face situations (Cummins, 1980).
CALP (Cognitive/academic language proficiency): the ability to cope with study programmes in
academic contexts. It is developed in reduced contexts (i.e. the classroom, conferences, seminars,
etc.) (Cummins, 1980).
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27.

1. Balance theory
It represents two languages coexisting in equilibrium, the second language increases at expense of
the first.
Represented with an image of two linguistic balloons inside the head of the learner; the
monolingual individual has one large balloon whereas the bilingual individual has two smaller ones
(see Baker 1993:190).
Cummins (1980, 1981): separate underlying model of bilingualism with the two languages
operating in isolation.
Rejected by research studies: linguistic competence is transferred ad interactive.
L1
capacity
Monolingual individual
L2
capacity
Bilingual individual
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28.

2. Common underlying proficiency
Cummins (1980, 1981) illustrates it with an image of two separate icebergs which are
joined at the base:
Based on these principles:
When using two or more languages, ideas come from a common source.
Individuals can function with two or more languages with relative ease.
Cognitive functioning may be fed by monolingual or plurilingual channels.
The language used by the learner must be developed to process the classroom cognitive
challenges.
• Listening, speaking, reading and writing in the L1 or L2 help the development of the cognitive
system as a whole.
• L2 negative attitudes and a limited competence level affects academic performance
negatively
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29.

3. Threshold theory
Cummins (1976) and Skutnabb-Kangas
(1979):
Describes the relationship between
cognition and the level of bilingualism.
The closer the students are to being
bilingual, the greater the chance they have
of obtaining cognitive advantages.
It has been represented as a house
with three floors and two linguistic
ladders (L1 and L2) on each side (Baker
1993:194):
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30.

Linguistic interdependence hypothesis
- Based on the relationship between the development of
L1 and L2.
- Proposed by Vygotsky (1934, 1986) and Cummins
(1978).
- Competence in L2 depends in part on the level of
competence already acquired in L1.
- The higher the level of development in L1 the easier it
will be to develop the L2.
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31.

Rossell and Baker (1996): the results of bilingual programmes are inferior to total
immersion programmes offered in the USA for ethnic minority groups.
Glen (1997): it is better for students to participate in sink-or-swim programmes
than in bilingual ones.
Some difficulties and problems:
Abandonment of the L1 in favour of the L2.
The mixture of L1 and L2 in a single system: problems of interference, particularly
in children in infancy.
Possible negative linguistic and cognitive development.
Difficulties in linguistic expression due to phonetic, semantic, lexical and
morphosyntactical interference from the L1 and L2.
Written expression in L2 is often influenced by L1 as a result of lack of
competence in the second language.
Anxiety, insecurity or frustration in oral communication in L2 with negative effects
in acquisition of written skills.
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32.

The competences in subjects taught in the L2 are similar to those acquired in L1
and there are no significant differences.
The level of knowledge in L1 has a strong influence in the results obtained in L2
instruction (linguistic Interdependence hypothesis) (Chiswick 1991, Cummins
2000).
Better intercultural education over the long term (González,Guillén,Vez 2010,
Riagáin/Lüdi 2003).
It helps the learning of a third language (Lasagabaster 2007).
Greater metalinguistic capacity than monolinguals (Galambos,Goldin-Meadow
1990).
Greater attitudinal competence (savoir-être) towards languages than
monolinguals.
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33.

Integrated curricular design
Maximum use of the L2/Ln and minimum use (or no use) of the L1
Helping the students construct their knowledge establishing connections between the new
and the learnt knowledge to favour its integration in the students’ cognitive network
Provision of rich contextual support (e.g. through paralanguage, etc.).
Reiteration of instructions and organisational guidelines. Repetition of what is said and done
in class.
Use of graphs, conceptual maps, synthesis and summaries.
The ample use of visual materials, realia, and resources which allow the senses to engage in
learning.
Intensive group and cooperative work.
The teacher becomes the linguistic model, so a careful pronunciation and clear oral
expression are vital.
Variety of methods and learning tasks.
The need for high levels of comprehensible input (Krashen 1985).
Adequate error treatment
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34.

Represent the sample
CLIL lessons for
developing of 5'C skills

35.

Topic
Staying healthy

36.

Content
Students will:
learn how to stay healthy
know how to:
keep themselves clean
eat well
exercise
be careful
feel good
Brainstorming activity: what students think they could do
to help themselves to stay healthy

37.

Communication
Students will learn simple specific vocabulary and
expressions that describe :
Body parts
Food
Nutrients
Sports
Safety rules
by presentations, grammar and vocabulary tasks

38.

COMPETENCE
Students will be able to:
develop listening, speaking and memorising skills
work co-operatively in groups
explain the relationship between nutrients and food
through spoken language
compare different characteristics of sports
describe some common recommended habits for
cleanliness & hygiene
specify which safety rules are useful in children’s
everyday life

39.

COMMUNITY
It is important that children understand that enhanced
well-being can be achieved through everyday actions,
such as:
applying safety rules in everyday life
building self-awareness of personal health and
safety to avoid exposure to danger
doing more exercise and sports
eating healthy food

40.

Activity
Game ”Battleship for
Safety”:
Students are divided into
groups of 4 (2 teams of 2
children)
Teacher finds the rules of
the game

41.

COGNITION
Students will be using various Cognitive Skills
and will develop both LOTS & HOTS
Students will:
use their knowledge in new situations
recognise and name the different parts of the body
understand the relationship between food and nutrients
apply safety rules in their everyday life
analyze the importance of exercising in order to keep
fit
compare different sports

42.

References:
1.
2.
3.
4.
www.Ihjournal.com
https://www.ed.ac.uk/profile/do-coyle
www.researchgate.net
https://www.verywellmind.com/piagets-stages-of-cognitivedevelopment-2795457