CLIL Foundations
Not publishedof exam
Lesson Preparation
Not publishedof exam
Learning OutcomesLanguage AnalysisText GenresVisual OrganisersResourcesActivity Types
Lesson Delivery
Not publishedof exam
ScaffoldingClassroom LanguagePrior KnowledgeDifferentiationWait TimeLearner Output
CLIL Assessment
Not publishedof exam
Assessment CriteriaFormative AssessmentSummative AssessmentSelf AssessmentPeer AssessmentPortfolio Assessment
Quick Facts
- Module
- TKT: CLIL specialist
- Booking
- Approved exam centre
- Delivery
- Paper-based test
- Questions
- 80 per module
- Time
- 80 minutes
- Mark
- One per question
- Award
- Certificate per module
- Weights
- Not published
Four Cs
Content communicates cognition through culture
ContentCommunicationCognitionCulture
BICS versus CALP
BICS
- Everyday conversation
- Usually less demanding
CALP
- Academic study language
- Cognitively demanding
Plan support for CALP
Four Cs
- Content
- Subject-specific curriculum learning
- Communication
- Meaningful subject interaction
- Cognition
- Thinking skills development
- Culture
- Citizenship and community links
- CLIL
- Content and language integrated
- Target language
- Non-native instructional language
- Medium instruction
- Language used for learning
Cognitive Ladder
Remember, understand, apply, analyse, evaluate, create
Lower to higherMatch verb and task
Soft versus Hard CLIL
Soft CLIL
- Curriculum topic language course
- Language-led context
Hard CLIL
- Subject through target language
- Content-led context
Identify course starting point
Language Demands
- Language demands
- Required subject-language understanding
- Language needs
- Individual learner support needs
- Subject vocabulary
- Curriculum-specific key terms
- Academic vocabulary
- Language for subject learning
- Language analysis
- Plan demands before teaching
- BICS
- Everyday conversational language
- CALP
- Academic study language
Cognitive Skills
- Remembering
- Recall and identify
- Understanding
- Explain and classify
- Applying
- Use knowledge purposefully
- Analysing
- Examine and justify
- Evaluating
- Judge using evidence
- Creating
- Design and produce
- Metacognition
- Thinking about learning
CLIL Contexts
- Soft CLIL
- Curriculum topics in language course
- Hard CLIL
- Subject through non-native language
- Immersion
- Most content through L2
- Partial immersion
- Some curriculum through L2
- Code switching
- Move between target and L1
- L1 transfer
- First-language influence on target
- Curriculum fit
- Match subject curriculum
Demands versus Needs
Language demands
- Required by materials
- Whole-class input load
Language needs
- Individual learner gap
- Targeted support requirement
Analyse demands; support needs
CLIL Lesson Planning Picker
- Choose a subject topic→Set content outcome(Match curriculum fit)
- Plan learner language→Analyse language demands(Name vocabulary and genre)
- Set thinking challenge→Choose cognitive process(Match task verbs)
- Explain relationships visually→Select visual organiser(Match information pattern)
- Learners need key terms→Prepare word bank(Use subject vocabulary)
- Learners need extended output→Provide language frame(Support text-level response)
- Expect learning barriers→Plan scaffold(Reduce language load)
- Check learning success→Write assessment criteria(Align outcome and evidence)
Planning Basics
- Learning outcome
- End-of-lesson learner achievement
- Learning objective
- Planned learning target
- Content objective
- Subject knowledge or skill
- Language objective
- Required language use
- Anticipated problem
- Expected learning obstacle
- Prior knowledge
- Existing relevant understanding
- Success evidence
- Observable learner performance
Resources and Organisers
- Visual organiser
- Diagram showing relationships
- Mind map
- Ideas around central topic
- Flow chart
- Steps in a process
- Cause-effect diagram
- Factors and outcomes
- Cycle
- Repeated ordered events
- Word bank
- Key vocabulary support
- Language frame
- Support for extended output
Genres and Activities
- Genre
- Purposeful text type
- Explanation
- Explains how or why
- Instruction
- Tells how to act
- Report
- Presents factual information
- Recount
- Retells ordered events
- Shared writing
- Teacher-learner co-construction
- Independent writing
- Learner writes alone
Three Supports
Visual, word bank, frame
Clarify inputSupport output
Support and Assessment Picker
- New topic begins→Activate prior knowledge(Elicit existing ideas)
- Input feels difficult→Use visuals or grading(Keep content accessible)
- Oral response stalls→Give wait time(Allow processing)
- Writing response stalls→Give sentence starter(Then remove support)
- Needs vary→Differentiate task(Adjust challenge level)
- Learning is ongoing→Use formative evidence(Adapt next teaching)
- Unit is complete→Use summative evidence(Judge achievement)
- Learner reflects→Use self assessment(Reference clear criteria)
Scaffolding Support
- Scaffolding
- Temporary learning support
- Graded language
- Adjusted language complexity
- Simplified text
- Reduced input difficulty
- Sentence starter
- Begins learner response
- Writing frame
- Organises written output
- Visual support
- Images clarify meaning
- Modelling
- Show expected performance
Delivery Strategies
- Activate prior knowledge
- Elicit existing ideas
- Wait time
- Pause for learner processing
- Teacher talk time
- Teacher speaking duration
- Student talk time
- Learner speaking duration
- Differentiation
- Adjust support or challenge
- Task differentiation
- Change task difficulty
- Consolidation
- Strengthen new learning
Outcomes versus Criteria
Learning outcome
- Expected learner achievement
- Planned before teaching
Assessment criteria
- Judges achievement quality
- Evidence against outcome
Criteria measure outcomes
Assessment Basics
- Assessment criteria
- Judges outcome achievement
- Formative assessment
- Improves ongoing learning
- Summative assessment
- Judges completed learning
- Self assessment
- Learner judges own work
- Peer assessment
- Learners judge peer work
- Portfolio
- Collected evidence over time
- Assessment support
- Accessible task adjustments
Formative versus Summative
Formative
- During learning
- Informs next teaching
Summative
- After learning
- Judges completed achievement
Match evidence to purpose
Common Traps
Four Cs versus test areas
Four Cs frame CLIL ≠ They are not published weights
BICS versus CALP
BICS is conversational ≠ CALP supports academic study
Scaffold versus simplify
Scaffold gives temporary support ≠ Do not remove core content
Outcome versus activity
Outcome states learning ≠ Activity is learning route
Knowledge versus performance
TKT tests teaching knowledge ≠ Not observed teaching practice
Last Minute
- 1.Four Cs: content communication cognition culture
- 2.Treat module weights as Not published
- 3.Separate BICS from CALP
- 4.Analyse language demands before teaching
- 5.Set content and language outcomes
- 6.Match cognitive verb to task
- 7.Use organisers for relationships
- 8.Scaffold input and output
- 9.Differentiate support and challenge
- 10.Match assessment to purpose
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