Hello dear Louise. Thank you for sharing your experience and tips with us. I'm gonna explain the natural phenomenon with content based instruction to 8th graders. I want to support my lesson with a video but I couldn't find an appropriate video because not all the videos include the types of phenomenon I'm going to explain or in some of them the language is hard to understand for my students. What else can I use instead of videos. I would really appreciate if you could give me some Tipps 🤭 thank you🌼
Nice attempt to bring in some LT techniques to CLIL Louise, but the problem is that you fall between two stools here - one is the desire to get people speaking (being 'fluent' as you say) and the other is the problem (which you mention briefly) of getting students to use the academic discourse particular to their subject. It's a problem you won't resolve by simply chucking communicative techniques at subject teachers (such as Dictogloss or Just a Minute) because what the Physics teacher needs to know is how to use those techniques but at the same time include the CALP (the academic language). In CLIL, nobody is trying to encourage fluency per se, but rather within the framework of the particular language. So imagine 'Ok - talk about the theory of relativity for one minute...now!' is what you want in the CLIL class - and so that's what the subject teacher wants to know how to do. You could imagine how to scaffold that - but just saying 'Try this technique' is never enough in CLIL. But sure...it's a start. 'The topics of the lessons' as you say, will require a particular discourse - something that language teachers (yourself presumably) are not really trained to either recognise or to develop. So....you have to start with the subject teacher's world, or try to understand it more fully. Again - the ranking activity is potentially a good one, but a geography teacher would never issue the instruction 'What is the worst weather phenomenon?' because that doesn't mean anything outside of a correct and academic sequence of lessons. They're all pretty bad weather phenomena! But without the subject framework, your example falls apart. The students would be baffled by such a question. And why are they 'persuading'? Well they might be, but what is the academic/pragmatic context which requires them to 'persuade'? And again, the News activity is okay for a language class, but the subject teacher would need more information about when and how to do this. In short - start from a subject-based perspective, not the other way around. That's CLIL. Here endeth the lesson! Sorry!
I agree with Philip. I´ve always encouraged courses to be aimed to each specific subject rather than teaching CLIL in general, with experienced CLIL teachers sharing their knowledge instead of an English teacher teaching English teaching techniques with all due respect. Thanks.
@@aurora.marie_x5345 Hi Marie. Well....that's not quite the point. I'm not 'suggesting' anything. I'm outlining what CLIL is, very simply. I have recorded some videos, of course (Look up 'Phil Ball CLIL') but you might not get exactly the points that I'm making to Louise. If you want to see some of my work, of course I can send it to you, but it's not easy to simply reply to your request with links etc, as I'm sure you can understand. I'm just trying to be helpful. I like some aspects of Louise's presentation, but I think it's important that people understand the basic aspects of (hard) CLIL and in what sense and circumstances you would wish to encourage 'fluency', for example. CLIL is not a language-led paradigm. If you want me to send you stuff, then find me on Linkedin and write me an e-mail. Absolutely no problem.
Thank for sharing your valuable experience.
Guau! Good job! thanks for sharing all those tips. Very useful!
Hi!
Congratulations for the good explanation!
In time, if were possible you may share this pdf with us!
great tips, thanks!
i was needing this for my english students!!!!
Hello dear Louise. Thank you for sharing your experience and tips with us. I'm gonna explain the natural phenomenon with content based instruction to 8th graders. I want to support my lesson with a video but I couldn't find an appropriate video because not all the videos include the types of phenomenon I'm going to explain or in some of them the language is hard to understand for my students. What else can I use instead of videos. I would really appreciate if you could give me some Tipps 🤭 thank you🌼
Hi Tuğba Dertlioğlu, you can find resources and videos in this page www.teachingenglish.org.uk/. Regards.
@@BritishCouncilSpain Thank you🙏
YES. THANKS!
Very nice, thank you!
Nice attempt to bring in some LT techniques to CLIL Louise, but the problem is that you fall between two stools here - one is the desire to get people speaking (being 'fluent' as you say) and the other is the problem (which you mention briefly) of getting students to use the academic discourse particular to their subject. It's a problem you won't resolve by simply chucking communicative techniques at subject teachers (such as Dictogloss or Just a Minute) because what the Physics teacher needs to know is how to use those techniques but at the same time include the CALP (the academic language). In CLIL, nobody is trying to encourage fluency per se, but rather within the framework of the particular language. So imagine 'Ok - talk about the theory of relativity for one minute...now!' is what you want in the CLIL class - and so that's what the subject teacher wants to know how to do. You could imagine how to scaffold that - but just saying 'Try this technique' is never enough in CLIL. But sure...it's a start. 'The topics of the lessons' as you say, will require a particular discourse - something that language teachers (yourself presumably) are not really trained to either recognise or to develop. So....you have to start with the subject teacher's world, or try to understand it more fully.
Again - the ranking activity is potentially a good one, but a geography teacher would never issue the instruction 'What is the worst weather phenomenon?' because that doesn't mean anything outside of a correct and academic sequence of lessons. They're all pretty bad weather phenomena! But without the subject framework, your example falls apart. The students would be baffled by such a question. And why are they 'persuading'? Well they might be, but what is the academic/pragmatic context which requires them to 'persuade'? And again, the News activity is okay for a language class, but the subject teacher would need more information about when and how to do this. In short - start from a subject-based perspective, not the other way around. That's CLIL.
Here endeth the lesson! Sorry!
I agree with Philip. I´ve always encouraged courses to be aimed to each specific subject rather than teaching CLIL in general, with experienced CLIL teachers sharing their knowledge instead of an English teacher teaching English teaching techniques with all due respect. Thanks.
Huh. Interesting point of view. Thanks for sharing.
Well Philip do you have a link to a video that shows what you are suggesting ? Please share. Thanks
@@aurora.marie_x5345 Hi Marie. Well....that's not quite the point. I'm not 'suggesting' anything. I'm outlining what CLIL is, very simply. I have recorded some videos, of course (Look up 'Phil Ball CLIL') but you might not get exactly the points that I'm making to Louise. If you want to see some of my work, of course I can send it to you, but it's not easy to simply reply to your request with links etc, as I'm sure you can understand. I'm just trying to be helpful. I like some aspects of Louise's presentation, but I think it's important that people understand the basic aspects of (hard) CLIL and in what sense and circumstances you would wish to encourage 'fluency', for example. CLIL is not a language-led paradigm. If you want me to send you stuff, then find me on Linkedin and write me an e-mail. Absolutely no problem.
Your accent and appearance is familiar.