MODULES

In year two a second draft of five modules was produced as training material for teacher training courses both for foreign languages and other subjects to be used in a CLIL context.

Each module offers the following structures:

- Aim

- Target group

- Trainers

- Expected outcomes

- Subject

- Content

- Structure

- Methodology

- Evaluation and certification

Module 1: Main features of CLIL

This module focuses on the characteristics of CLIL methodologies and teacher profiles. The expected outcomes are:

· The development and understanding of the potential of CLIL.

· The analysis of CLIL case studies.

· The contribution to a CLIL glossary.

· The design of an individual profile of competences.

The module is divided into 5 working units:

1. Reasons why (it focuses on concepts of bilingualism/plurilingualism and a form of bilingual/plurilingual education which is called CLIL)

2. Terminological issues (analysis and explanation of all terms and concepts related to bilingual/plurilingual education)

3. Case studies (presentation on the state of CLIL in selected European countries)

4. Functional bilingualism (presentation of the concept of functional bilingualism and the meaning of plurilingual/pluricultural competence)

5. CLIL teacher competences: a profile (it focuses on the methodological competences as regards classroom management, learning strategies, language use and use of materials and texts).

A range of different activities are offered: task groups, individual work, plenary sessions for discussion, comparison, conclusions.

Module 2: Second language acquisition for CLIL

This module introduces fundamental notions of second language acquisition relevant to CLIL.

The expected outcomes are a portfolio of the accomplished tasks: grids, tables, analysis of texts, discussion, matching, questionnaires, surveys, glossaries, synonyms findings, real data analysis, authentic data analysis etc.

It consists of six units analysing important aspects of the learner, the learning process and the language of the learner. It contains tutorials for teachers, and suggestions of classroom activities:

1. Learner's language: interlanguage

2. Types of learning: incidental and intentional

3. Exposure to the language: input and interaction

4. Second Language Competence: Communicative and Learning Strategies

5. Individual Characteristics

6. Findings in Bilingual Education research which are relevant to CLIL.

Module 3: Practical aspects of teaching in CLIL

This module focuses on the language competence necessary to introduce CLIL into the classroom and make the subject teacher able to deliver CLIL lessons in schools.
The expected outcomes are:
- select and adapt materials necessary for a CLIL lesson
- write a CLIL lesson plan including all the necessary stages
- perform a CLIL lesson

This module is divided into 8 working units consisting of group work, school-based work and individual study.


Module 4: Language awareness in bilingual teaching

This module will make foreign language teachers, subject teachers and possibly mother tongue teachers aware of cultural, language and text characteristics. It will help them to work together more efficiently and to take care of student's difficulties approaching text in the target language. The module description is suitable for any subject. The provided attachments exemplify CLIL teaching in History and Physics.

The expected outcomes are:

- to be able to work with learners of diverse linguistic/cultural background

- to get sufficient knowledge of learners' mother language and target language

- to be able to identify conceptual/semantic relations between the different languages active in the environment

- to identify linguistic difficulties resulting from first/other languages, or subject conceptualisation

- to be able to adapt and exploit materials in consideration of conceptual structure, textual, syntactic and vocabulary features.

The module is divided in 5 working units:

1. Text structures
2. Language structures
3-4. Lexis
5. Lingua culture

Module 5: CLIL for the learner

This provides a practical hands-on approach to learner centred teaching in CLIL. By the end of this module, the participant will have:

- reflected on the aims and objectives of his/her CLIL teaching,

- reflected on a learner-centred environment and the integration of a communicative teaching style into his/her classroom practices,

- investigated the needs and skills of the learner, whether at primary or at secondary level,

- worked on several teaching techniques appropriate to the CLIL context and selected his/her own approach to teaching in this context,

- explored a range of materials and topics available,

- examined several teaching sequences and created sequences for his/her own use.

This module is divided in 5 working units:
1. Introduction
2. Approach
3. Learner's profile
4. Interaction
5. Topics