CLIL Programming and Didactic Material Development
Chapter 1: Programming in CLIL
1.1. Learning Situations Definition
Learning situations (LS) are contexts that simulate the real world, making theoretical concepts practical and meaningful.
Objectives
Develop competencies appropriate to the educational stage, stimulate curiosity, and encourage critical thinking and problem-solving skills.
Design
LS should be framed as challenges, questions, or proposals requiring direct student intervention. This approach ensures students remain active and see the learning context as real and globalized.
1.2. Curricular Elements and Active Methodologies
Focus on the student as an active participant, promoting autonomous learning. Examples include Project-Based Learning (PBL), Task-Based Language Teaching (TBLT), Flipped Classroom, Cooperative Learning, and Design Thinking.
Assessment
Should be a tool for learning, shared with students, and focused on their integral performance.
Attention to Diversity
Emphasizes equality as a principle of quality education, ensuring every student has the right to quality education.
Cross-Curricular Elements
Issues developed across all subjects and areas, such as health education, reading comprehension, equal opportunities, consumer education, and environmental education.
1.3. CLIL Programming Principles
Based on the 4Cs (Content, Communication, Cognition, Culture) and the Pluriliteracies Teaching for Deeper Learning (PTDL) model.
Deeper Learning Episodes (DLEs)
Designed to span several lessons, ensuring effective deeper understanding and opportunities for improvement based on feedback. Phases include activation, surface learning, consolidation, transfer, and review.
Chapter 2: Objectives and Skills in CLIL Programming
2.1. Guidelines for Formulating Objectives
Conceptual Sequencing
Align concepts strategically to facilitate language acquisition and deepen content understanding.
Task as Priority, Language as Vehicle
Language is used to accomplish tasks, not as an end in itself.
Making Key Language Salient
Emphasize essential linguistic components to support communication within the learning process.
2.2. Defining Objectives
Specific Competences
Adapted to any given situation or context, formulated with measurable action verbs.
PTDL Elements
Connect objectives with discourse functions, genres, and activity domains specific to the subject.
Chapter 3: Typology and Development of Didactic Materials
3.1. Guidelines for Quality Materials
Hierarchy of Cognitive and Linguistic Complexity
Materials and activities organized according to their complexity.
Scaffolding Techniques
Use of illustrations with labels, content-specific text types, graphic organizers, and ICT applications to support learning.
3.2. Materials for Task-Based Language Teaching (TBLT)
Task Focus
Activities that mimic real-life situations to foster language and content acquisition.
Material Design
Emphasize authenticity, task complexity, language integration, and meaningful communication.
3.3. Materials for Project-Based Learning (PBL)
Authentic Projects
Focused on real-world problems culminating in tangible products.
Project Phases
Include project launch, knowledge building, development, presentation, and review.
Chapter 4: New Ways of Attending Diversity in the Bilingual Classroom
4.1. Scaffolding Strategies Techniques
Modeling, re-presenting, contextualizing, schema building, and developing metacognition to support content and language acquisition.
4.2. Multimodality
Multiple Modes of Communication
Use visual, auditory, and kinesthetic modes to enhance comprehension and engagement.
Multimodal Resources
Infographics, videos, digital presentations, virtual field trips, graphic novels, and interactive websites.
4.3. Universal Design for Learning (UDL) Principles
Multiple means of representation, action and expression, and engagement to create inclusive and accessible learning environments.
Backward Design Template
Identify desired results, assess evidence, and plan activities and resources.
4.4. The ADiBE Project DIDI Framework
DIDI Framework: Diversity, Differentiation, Inclusion, Integration.
Project Principles
Inclusive design, dialogic classroom, explicitness, learner-centeredness, multimodality and pluriliteracies, and scaffolding.
Chapter 5: Assessment in Content and Language Integrated Contexts
5.1. Assessment Models
- Authentic Assessment: Real-world tasks reflecting authentic situations.
- Integrated Assessment: Simultaneously assess content knowledge and language proficiency.
- Functional Assessment: Evaluate language proficiency in terms of its use for specific communicative purposes.
5.2. Assessment Techniques and Tools
- Techniques: Performance-based assessments, oral assessments, written assessments, project-based assessments, portfolios, self-assessment, and peer assessment.
- Tools: Rubrics, checklists, self-assessment tools, peer assessment tools, online assessment platforms, digital multimedia tools, and portfolios.
Chapter 6: Classroom Organization. Timing and Flexibility in Differentiated and Complex Environments
6.1. Flexible Learning Environments
Purpose
Create adaptable, student-centered spaces supporting diverse learning needs.
Key Components
Individualized instruction, active learning, collaboration, technology integration, learning styles, adaptability, student agency, creativity, well-being, and future-readiness.
6.2. Classroom Management Techniques
- Clear Expectations: Establish consistent expectations for behavior and academic performance.
- Positive Reinforcement: Recognize and reward desirable behaviors and achievements.
- Routines: Establish predictable routines and procedures for common classroom activities.
Chapter 7: Analysis of Didactic Programs and Pedagogical Innovation in CLIL
7.1. Analysis of Didactic Programs
- Examples: Programs in preschool, primary, and secondary education.
- Key Elements: Connection with the 4Cs and pluriliteracies framework, technology integration, development of competencies and skills.
7.2. Pedagogical Innovation
Definition
Introduction of new approaches, methods, and strategies to enhance teaching and learning.
Classification
Evolutionary or revolutionary, sustaining or disruptive, tangible or intangible.
Challenges
Institutional inertia, individualism, corporativism, lack of teacher training, lack of administrative support.
Task-Based Language Teaching (TBLT)
Focuses on using authentic communicative tasks to teach language. Tasks are divided into three main stages:
- Pre-task: Introduction of the task, motivating students, and presenting a model of a finished example.
- Main task: Students work in pairs or groups, interact and communicate, report, and receive feedback.
- Post-task: Presentation of the final product.
Opinion Gap Activities
Opinion gap activities are a type of task in TBLT where students express their feelings, participate in discussions, and justify their opinions. These activities include:
- Narrating: Telling stories or experiences.
- Expressing feelings: Sharing emotions and opinions.
- Participating in discussions: Exchanging viewpoints and debating.
- Rephrasing: Expressing ideas in different ways.
- Selecting arguments or examples: Choosing and justifying viewpoints.
- Justifying: Providing reasons to support an opinion.
Tasks in TBLT are structured in three phases: 1. Pre-task: Preparation and motivation. 2. Main task: Execution and communication. 3.Post-task: Reflection and presentation.
DIDI Framework (Part of the ADiBE Project)
(Attention to Diversity in Bilingual Education) Project. It aims to provide adequate education for all students by responding to individual learning needs. The framework focuses on:
- Diversity: Recognizing and valuing the diverse abilities and backgrounds of students.
- Integration: Ensuring that all students are integrated into the learning environment.
- Differentiation: Adapting teaching methods and materials to meet the diverse needs of students.
- Inclusion: Creating an inclusive learning environment where all students feel valued and supported.
Characteristics of the ADiBE Project
The ADiBE Project emphasizes inclusive practices in bilingual education. Key characteristics include:
- Teachers as Designers: Teachers are responsible for designing inclusive learning environments.
- Dialogic Classroom: Promoting dialogue and interaction in a safe environment.
- Explicitness: Making learning outcomes and cognitive processes clear to students.
- Learner-Centeredness: Encouraging active participation and interaction to develop learner autonomy.
- Multimodality and Pluriliteracies: Using multiple forms of representation and developing subject-specific literacies.
- Scaffolding: Providing both pre-planned and spontaneous support to students.
The 4Cs Framework
(Content and Language Integrated Learning) includes Content, Communication, Cognition, and Culture.
Communication
- Language OF Learning: The specific vocabulary and language structures needed to access and understand the content.
- Language FOR Learning: The language needed to operate and communicate within the classroom, such as asking questions, discussing, and explaining.
- Language THROUGH Learning: The language that emerges through the learning process, helping students to articulate their understanding and thoughts.
Culture
- Macro Level: Developing values, citizenship, and understanding of global issues.
- Micro Level: Focusing on subject-specific literacies, appropriate styles/registers, and genres. This includes understanding the cultural context of the subject matter and how it relates to students’ own experiences.
Planning for Deeper Learning
Planning for deeper learning involves designing learning experiences that promote critical thinking, problem-solving, and the application of knowledge in meaningful ways. Key elements include:
- Activation: Engaging students and activating prior knowledge.
- Surface Learning: Introducing new ideas and concepts.
- Consolidation: Deepening understanding through practice and reflection.
- Transfer: Applying knowledge to different contexts and situations.
- Review: Reflecting on learning progress and understanding.
KEY ELEMENTS BY CHAPTERS
Chapter 1: Programming in CLIL: Key Elements
- Programming: Defined as the structured planning of the teaching-learning process, ensuring cohesion between curriculum, learning situations, and materials design.
- Learning Situations (LS): Contexts that simulate real-world scenarios, framed as challenges or questions to stimulate curiosity and critical thinking.
- Curricular Elements: Include active methodologies, assessment, attention to diversity, and cross-curricular elements. Emphasize the importance of integrating these elements into CLIL programming.
Chapter 2: Objectives and Skills in CLIL Programming
- Importance of Clear Objectives: Essential for guiding instructional design, student engagement, and assessment practices.
- Guidelines for Formulating Objectives: Conceptual sequencing, prioritizing tasks, making key language salient, and ensuring objectives are specific and measurable.
- Defining Objectives: Based on specific competences, using action verbs and connecting with discourse functions, genres, and activity domains.
Chapter 3: Typology and Development of Didactic Materials
- Quality Materials: Should integrate content and language, be authentic, and cater to different levels of linguistic complexity.
- Scaffolding Techniques: Use illustrations, content-specific text types, graphic organizers, and ICT applications to support learning.
- Materials for TBLT and PBL: Focus on tasks and projects that foster practical application of knowledge and development of skills.
Chapter 4: New Ways of Attending Diversity in the Bilingual Classroom
- Scaffolding Strategies: Techniques like modeling, re-presenting, contextualizing, schema building, and developing metacognition to support diverse learners.
- Multimodality: Use multiple modes of communication (visual, auditory, kinesthetic) to enhance comprehension and engagement.
- Universal Design for Learning (UDL): Create inclusive and accessible learning environments using principles of multiple means of representation, action and expression, and engagement.
- ADiBE Project: Promotes inclusive practices and addresses diverse needs in bilingual education contexts.
Chapter 5: Assessment in Content and Language Integrated Contexts
- Assessment Models: Authentic, integrated, and functional assessment to evaluate both content knowledge and language proficiency.
- Assessment Techniques and Tools: Include performance-based assessments, oral assessments, written assessments, project-based assessments, portfolios, self-assessment, and peer assessment.
Chapter 6: Classroom Organization. Timing and Flexibility in Differentiated and Complex Environments
- Flexible Learning Environments: Create adaptable, student-centered spaces that support diverse learning needs and foster meaningful engagement.
- Classroom Management Techniques: Establish clear expectations, use positive reinforcement, and create predictable routines to manage classroom activities effectively.
Chapter 7: Analysis of Didactic Programs and Pedagogical Innovation in CLIL
- Analysis of Didactic Programs: Examples from preschool, primary, and secondary education, highlighting key elements like connection with the 4Cs and pluriliteracies framework, technology integration, and development of competencies.
- Pedagogical Innovation: Introduction of new approaches, methods, and strategies to enhance teaching and learning. Emphasizes the importance of continuous professional development and overcoming challenges like institutional inertia and lack of support.