This 2 week course on Theory and Practice of CLIL is of significant benefit to teachers who need currently, or in the future, to deliver content lessons in English and who wish to share ideas on best practice methodologies with colleagues from across Europe thereby improving the overall approach to CLIL Teaching in their schools and, as a result, the learner outcomes for their students. This course is suitable for teachers with up to 2 years’ experience in the CLIL environment and for trainers who are at the beginning of their CLIL training career.
Course Objectives. The objectives of this 2-week course on the Theory and Practice of CLIL are:
- to familiarise participants with key concepts and issues in CLIL and to share international best practice techniques as applied in today’s school environment
- to help develop their skills in teaching subjects through English
- to examine the impact on teaching of recent pedagogical developments including developments in classroom technology
- to cover a variety of school subjects including geography, history, science and art with a focus on methods of making the subjects accessible to learners through English
- to examine the theoretical principles underpinning CLIL in such a way that they will be applicable to practice at primary and secondary level
- to provide opportunities for improved methodology and creativity to help participants increase their student engagement and retention on their return to their own schools
- to establish contacts and share information with teachers from a variety of European backgrounds and facilitate future networking among these professionals
By achieving these objectives we aim to assist schools in addressing identified needs as outlined in their European Development Plan and to re-inforce the capacities and international scope of the participating organisations.
Methodology. This is a practical, hands-on, participative course which focuses on the application of CLIL within the context of the European Profile for Language Teacher Education and the CEFR. The input sessions are a blend of lecture format and practical activities based on CLIL methodology. Throughout the course, participants are encouraged to reflect on their own practice, consider alternative practices and try out a variety of classroom activities through lesson planning, workshops and presentations. The morning sessions are complemented and reinforced by a series of related afternoon activities where the participants are encouraged to develop their language skills in a more informal environment outside the classroom.
Format. This Course on the Theory and Practice of CLIL is a two-week course consisting of 40 contact morning hours as well as 2 afternoon workshops and an extensive cultural and social programme which is directly linked to the morning sessions.
Follow Up. On the final day of the course, the participants engage in a reflection session in which they are encouraged to examine benefits gained from the course and complete a course evaluation form. Participants are encouraged to keep contact via email and private social networking. The Alpha trainers are available for follow-up advice and support at all times.
1) Day one
- Induction and introduction to course. Communicative activity to integrate course participants.
- What is CLIL? Key concepts, definitions and types of CLIL. Sample CLIL geography lesson.
- City orientation and sourcing of authentic materials.
2) Day two
- The development of theory and methodology in language learning-the genesis of CLIL.
- Lesson Planning 1. Key features of a CLIL lesson. Creating a digital portfolio.
- Visit to Trinity College. Contribution of alumni to Irish and international literature. Book of Kells and influence of early Irish missionaries in Europe. Collecting authentic materials.
3) Day three
- Sample CLIL Irish history lesson
- Lesson planning. Participants continue to create their own lesson plans.
- National Museum. Relating fieldwork to class work and sourcing authentic materials.
4) Day four.
- Teaching subjects through English-looking at the necessary classroom language.
- Using reading texts in CLIL-integrating language skills and developing content, communicative, cognitive and cultural skills.
- National Botanic Gardens. Sourcing authentic materials for workshop.
5) Day five
- Designing materials using web tools.
- Workshop: Designing a CLIL science lesson using web tools and collected materials.
- National Print Museum-planning field trips for projects.
6) Day six
- Using listening texts in CLIL-integrating language skills and developing content, communicative, cognitive and cultural skills.
- Assessment in the CLIL Classroom. Participants examine formative and summative assessment in the CLIL classroom
- Chester Beatty library. Materials for developing writing skills in the classroom.
7) Day seven
- ICT and CLIL. Implementing Bloom’s Digital Taxonomy in CLIL lesson design.
- Workshop-designing a CLIL lesson using Bloom’s Taxonomy
- National Gallery. Sourcing materials for developing speaking skills.
8) Day eight
- CLIL art lesson-using art to develop speaking skills.
- Developing the writing skill – process writing in the CLIL context.
- The Irish experience-CLIL – Irish language and Irish dance.
9) Day nine
- Project-based learning and CLIL. Using project-based learning in the CLIL classroom to encourage communication and collaboration. Tools to assess project work in the CLIL classroom.
- Film in the classroom-practical applications for CLIL.
- Visit to Cathedrals. History and influence of the main denominations in Ireland. Jonathan Swift.
10) Day ten
- Presentations of participants’ projects and CLIL lesson plans. Participants analyse and evaluate their lesson plans in groups. Finalising participants’ digital portfolios.
- Course review and evaluation. Implications for future practice. Establishment of base and guidelines for future contact and networking.