CLIL/AICLE

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CLIL/AICLE by Mind Map: CLIL/AICLE

1. Refers

1.1. To situations where subjects are taugth through A foreing languaje whit dual-focussed aims

1.1.1. Namely the learning of content

1.1.2. The simultaeous learning of a foreign languaje

2. Basic principios

2.1. The language is used to learn content area but also learn the language in order to understand and communicate

2.1.1. The teacher CLIL needs to take into account both the objectives of matter such as the language that is required

2.1.1.1. not only the curriculum of the matter but also what Dalton-Puffer (1) called language curriculum.

2.2. The subject being studied is what determines the type of language that you need to learn.

2.2.1. The structure or type of discourse and the skills that can be practiced linguistic minorities are determined by the area that it is this teaching

2.3. Fluency is more important than the grammatical and linguistic accuracy in general

2.3.1. Fundamental to the learning of both the content and the language to develop properly

2.3.2. Scaffolding is the key concept to help work the Linguistic Form

3. Elements according  Coyle 1999

3.1. Content

3.2. Communication

3.3. Cognition

3.4. Culture

4. Features of Methodology and strategies

4.1. Student-centered teaching

4.1.1. Promotes the cooperation of the Parties (student-teacher)

4.1.1.1. Negotiating the issues and tasks

4.1.1.2. Starting from the particular to the generated and not to the contrary

4.1.1.3. Using examples and real situations close to the reality that the students know.

4.1.1.4. Realizando trabajo por proyectos ytrabajo por roles (ej. WebQuests)

4.2. Flexible teaching and facilitato.

4.2.1. Involves facilitating the understanding of the content and context.

4.2.1.1. Using texts for children or students of lower age

4.2.1.2. Carrying out tasks of comprensión  the texts, audio or materials that are used with the support of some scaffolding.

4.2.1.3. Using the alternation of code L1 and L2, as needed

4.2.1.4. Using various strategies both linguistic as paralingüisticas

4.3. More interactive learning and autonomous

4.3.1. Promotes the Development

4.3.1.1. The work for couples and groups

4.3.1.2. activities involving the negotiation of meaning

4.3.1.3. Development of job by discovery and research

4.3.1.4. Training in strategies for understanding and follow-up of the class

4.3.1.5. Use of headings of Evaluation

4.3.1.6. evaluation strategies in pairs

4.4. Use of multiple resources and materials, especially TIC

4.4.1. this use also promotes the interactivity and the autonomy of the student.

4.5. Learning focused on processes and tasks

4.5.1. Activity that requires students to use the language, putting the emphasis on the meaning, to obtain an objective

4.5.1.1. Tasks of reception: (Listen and read)

4.5.1.1.1. Assigning labels or names, distribute content

4.5.1.1.2. Choose part of the content according to a given criteria, etc.

4.5.1.1.3. Complete tables, timelines, diagrams, conceptual maps

4.5.1.1.4. To identify and/or reorganize information or images, correct errors

4.5.1.1.5. Interpret images

4.5.1.1.6. Take notes of concrete data, dates

4.5.1.2. Production tasks: (speaking and writing)

4.5.1.2.1. Design an object or product

4.5.1.2.2. Develop a guide or another type of document

4.5.1.2.3. Make a valuation

4.5.1.2.4. Propose a solution or a hypothesis

4.5.1.2.5. Conduct an interview

5. Identifying language

5.1. By language we understand both the vocabulary as expressions, phrases, formal structures and types of texts and speeches.

5.1.1. General-purpose language

5.1.2. Academic language

5.1.2.1. used in the academic world,, in the world of science, education

5.1.3. technical language

5.1.3.1. An area-specific vocabulary and expressions

6. Scaffolding

6.1. Structures, activities or strategies that support provided by the teacher so that students build knowledge

6.1.1. types

6.1.1.1. Scaffolding for reception

6.1.1.1.1. Guides of observation and listening

6.1.1.1.2. Graphics and organizational tables to complete

6.1.1.1.3. Commented glossaries

6.1.1.2. Scaffolding for transformation

6.1.1.2.1. Diagrams Venn

6.1.1.2.2. Tables of data or characteristics

6.1.1.2.3. Helps to generate ideas

6.1.1.2.4. Graphics

6.1.1.3. Scaffolding for production

6.1.1.3.1. Presentation and schemes

6.1.1.3.2. Templates or script for writing templates