2.

Language across the curriculum

What is the role of language in CLIL?
Teachers and learners need to know the content-obligatory language. This is the vocabulary, grammatical structures and functional language for specific subjects. For example, in geography, learners need to know map vocabulary and how to interpret evidence shown on a map. Leaners may know less formal language learnt in the English lesson which is used in our subjects. For example, in a map reading lesson, learners might use verbs such as !goes" or !travels" to describe the route of a river. They may also use the conditional form to describe cause and effect. These are examples of content-compatible language. #esearch on $L%L has shown that most teachers do not teach grammar during content teaching because content and language are integrated. 2.2. What language knowledge do CLIL teachers and learners need?

Vocabulary& 'nderstand and produce a large amount of subject specific vocabulary.

Look at the four groups of vocabulary from a maths lesson& what is the difference between them( Then, match each group with its definition. )roup * $ircle $ircumference diameter )roup + $enter .umber /i0e )roup , 1bout 1cross many )roup /harp rise 2ramatic fall

)roup333 collocations ways words are combined )roup333 general vocabulary used in everyday situations4maths 5content compatible6 )roup333 subject specific vocabulary for talking about technical names 5content obligatory6 )roup333 high and medium fre7uency words or the most common vocabulary used in general English and in curricular subjects

The same groups of vocabulary are found in different $L%L subjects. 1lso, we can find academic language in all subjects& create, data, define, identify, interpret, involve, issue, re7uire

tructures and meaning! important grammatical structures Grammar is important to communicate subject knowledge. How can we support learners? 8y looking at structures and meaning 8y helping them identify problematic language structures and their meaning 8y providing examples of relevant problematic structures and explaining their

meanings $orrecting language use4meaning4problematic forms

"#$%&L" '( )*+C)+*" $,- %"$,I,.

/'991#: 1s a $L%L teacher, teaching language is part of the lesson. :ou can aid the teaching of language by& 3

/ighlighting 0ocabulary and chunks of 0ocabulary learners will need %odeling sentences1 e2emplifying and e2plaining meaning Correcting learners by recasting language immediately after they make

mistakes1 mainly when it is sub3ect-specific 0ocabulary. -on4t o0ercorrect5 $naly6ing errors and L7 transfer.

-isco0ery acti0ities Look at the list of verb forms on pages ; and *<& identify four or five forms which are relevant to your subject and which your learners will hear while you teach. =rite the structures in example sentences for your subject.

CLIL practice task For 7uestions 7-8, match the examples of language across the curriculum with the language form $-.. There is one extra option. Examples of language *. +. ,. -. The new bridge won"t be finished until next summer. The data will be clearer if you use a spreadsheet. There might be a weaker exchange rate in the future. The conductor explained to the orchestra that the rhythm changed in the

second part >. The habitat around the pond is slowly changing.

?.

To find the perimeter of the rectangle, add the length of the four sides, don"t

multiply them.

Language forms

1 reporting verb 8 modal verb of possibility $ imperative 2 modal verb of obligation

E present tense F passive ) conditional

$reative thinking synthesis4en7uiry4evaluation44 %ain Cogniti0e skills below!

Classify the following cogniti0e skills according to L' and /') ! To develop creative thinking To remember information To check understanding To hypothesi0e about what could happen
6

To develop en7uiry and discussion To define objects $onclusions& 9ove from concrete4L@/ to abstract4A@T/, present progressively reasoning. Learners need wait time -Language rich classroom& it helps students to think and learn well 5posters labeled with key content vocabulary and two or three 7uestions below them6 8e aware of the cognitive demands the tasks re7uire and say& are the concepts too easy or difficult(

Examples of 7uestions for cognitive thinking& )ypes of thinking concrete thinking 5defining6 5recalling facts6 reasoning 5examining parts and how they relate6 creative 5imagining6 )ypes of 9uestions =hat is a race( =hen did the race start( =here did the race take place( =hy is this an abstract painting( Aow would you paint these shapes to show action( =hat links can we make between the artists" ideas( Aow has your work improved this term(

abstract 5finding patterns and connections6 evaluate 5judging6