The Content and Language Integrated Learning

Август 7, 2022

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The Content and Language Integrated Learning

Содержание

2. Content and Language Integrated Learning (CLIL) – is a term created in 1994 by David Marsh
3. David Marsh has worked on multilingualism and bilingual education since the 1980s. He was part of
4. THE 5 C`s COMMUNITY CONTENT COMMUNICATION COMPETENCE COGNITION
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
9. Stages of Cognitive Development Sensorimotor stage: birth to 2 years Preoperational stage: ages 2 to 7
10. The Sensorimotor Stage (Birth to 2 yrs) - Infancy The infant knows the world through their
11. Preoperational Stage (2-7 yrs) -Toddler and Early Childhood Children begin to think symbolically and learn to
12. Concrete Operational Stage (7-12 yrs) -Childhood and Early Adolescence During this stage, children begin to thinking
13. Formal Operational Stage (12 yrs & above) -Adolscence and Adulthood At this stage, the adolescent or
14. Lev Vygotsky Vygotsky was a Russian psychologist who is best known for his sociocultural theory of
15. ZONE OF PROXIMAL DEVELOPMENT ZPD Vygotsky defined the zone of proximal development as follows: “The zone
16. SCAFFOLDING Vygotsky defined scaffolding instruction as the “role of teachers and others in supporting the learner’s
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
21. Cognitive Domain The cognitive domain contains learning skills predominantly related to thinking processes. Learning processes in
22. Affective Domain The affective domain involves our feelings, emotions and attitudes. This domain includes the manner
23. Humans are lifelong learners. From birth onward we learn and assimilate what we have just learned
24. Alden Gulshat
25. One of the main contributions to the TESL community which is credited to Dr. Cummins is
26. General definition: the ability to speak two languages fluently Bloomfield’s (1933): the mastery of two or
27. 1. Balance theory It represents two languages coexisting in equilibrium, the second language increases at expense
28. 2. Common underlying proficiency Cummins (1980, 1981) illustrates it with an image of two separate icebergs
29. 3. Threshold theory Cummins (1976) and Skutnabb-Kangas (1979): Describes the relationship between cognition and the level
30. Linguistic interdependence hypothesis Based on the relationship between the development of L1 and L2. Proposed by
31. Rossell and Baker (1996): the results of bilingual programmes are inferior to total immersion programmes offered
32. The competences in subjects taught in the L2 are similar to those acquired in L1 and
33. Integrated curricular design Maximum use of the L2/Ln and minimum use (or no use) of the
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
37. Communication Students will learn simple specific vocabulary and expressions that describe : Body parts Food Nutrients
38. COMPETENCE Students will be able to: develop listening, speaking and memorising skills work co-operatively in groups
39. COMMUNITY It is important that children understand that enhanced well-being can be achieved through everyday actions,
40. Activity Game ”Battleship for Safety”: Students are divided into groups of 4 (2 teams of 2
41. COGNITION Students will be using various Cognitive Skills and will develop both LOTS & HOTS Students
42. www.Ihjournal.com https://www.ed.ac.uk/profile/do-coyle www.researchgate.net https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457 References:
44. Скачать презентацию

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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.

Definition of CLIL from the point of view of David Marsh, Do Coyle, etc.

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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.

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THE
5 C`s
COMMUNITY
CONTENT
COMMUNICATION
COMPETENCE
COGNITION

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Piaget's Theory and Stages of Cognitive Development
Akbota Assylbekova

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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.

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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

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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

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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.

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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

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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

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Lev Vygotsky
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.

Key concepts of his theory:
Zone of Proximal Development (ZPD)
Scaffolding

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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.”

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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).

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Modern trends in TEFL Content and language integrate learning (CLIL)
Submitted

by: Khyibatolla S.A., Avsat N.S.

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Bloom’s Domains of Learning : The Cognitive Domain (Bloom’s Taxonomy), The

Affective Domain and The Psychomotor Domain

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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:

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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.

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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.

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Alden Gulshat

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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).

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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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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.

Monolingual individual

Bilingual individual

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

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Topic
Staying healthy

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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

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Communication
Students will learn simple specific vocabulary and expressions that describe :

Body parts
Food
Nutrients
Sports
Safety rules
by presentations, grammar and vocabulary tasks

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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

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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

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Activity
Game ”Battleship for Safety”:
Students are divided into groups of 4

(2 teams of 2 children)
Teacher finds the rules of the game

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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

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www.Ihjournal.com
https://www.ed.ac.uk/profile/do-coyle
www.researchgate.net
https://www.verywellmind.com/piagets-stages-of-cognitive-development-2795457
References:

The Content and Language Integrated Learning

Содержание

Content and Language Integrated Learning (CLIL) – is a term created

David Marsh has worked on multilingualism and bilingual education since the

THE5 C`sCOMMUNITYCONTENTCOMMUNICATIONCOMPETENCECOGNITION

Piaget's Theory and Stages of Cognitive DevelopmentAkbota Assylbekova

What is the cognitive development?Cognitive Development is the emergence of the

Stages of Cognitive DevelopmentSensorimotor stage: birth to 2 yearsPreoperational stage: ages

The Sensorimotor Stage(Birth to 2 yrs)- InfancyThe infant knows the world

Preoperational Stage (2-7 yrs) -Toddler and Early ChildhoodChildren begin to think

Concrete Operational Stage(7-12 yrs) -Childhood and Early AdolescenceDuring this stage, children

Formal Operational Stage(12 yrs & above) -Adolscence and AdulthoodAt this stage,

Lev Vygotsky Vygotsky was a Russian psychologist who is best known

ZONE OF PROXIMAL DEVELOPMENT ZPD Vygotsky defined the zone of proximal

SCAFFOLDINGVygotsky defined scaffolding instruction as the “role of teachers and others

Modern trends in TEFL Content and language integrate learning (CLIL) Submitted

Bloom’s Domains of Learning : The Cognitive Domain (Bloom’s Taxonomy), The

Cognitive DomainThe cognitive domain contains learning skills predominantly related to thinking

Affective Domain The affective domain involves our feelings, emotions and attitudes. This domain

Humans are lifelong learners. From birth onward we learn and assimilate

Alden Gulshat

One of the main contributions to the TESL community which is

General definition: the ability to speak two languages fluentlyBloomfield’s (1933): the

1. Balance theoryIt represents two languages coexisting in equilibrium, the second

2. Common underlying proficiencyCummins (1980, 1981) illustrates it with an image

3. Threshold theoryCummins (1976) and Skutnabb-Kangas(1979): Describes the relationship between cognition

Linguistic interdependence hypothesisBased on the relationship between the development of L1