Our 3rd day at the Bilingual Campus was devoted to Communication. We started the morning sessions with Sheena Mitchell (Macmillan ELT Trainer) who presented a workshop entitled “Skills for CLIL”. Sheena went through four main skills she believes CLIL teachers should have and CLIL students should acquire and develop; these are a) activating prior knowledge; b) go for more cognitive language; c) work on more academic and subject-specific language; and finally d) metacognition (learning to learn). To put these areas into practice we worked with several techniques and resources, such as the KWL charts, mindmaps, etc.
From her session, I highlighted two main ideas. The first one is that CALP is a very important issue in the CLIL classroom, and it is very important to integrate it. We cannot teach the lesson as if our students were native English speakers and then stop the lesson to revise a language point, which may be disconnected from what they are doing. It is extremely important to support input and output so that students can develop their CALP while learning the content.
The second important thing I took from Sheena’s session is questions. It is very important to make the appropriate questions and I’m not just thinking about the teacher as the question-maker, students should learn to make appropriate questions. I loved how Sheena connected this idea to thinking skills, and talked about skinny questions and fat questions, based on Dale and Tanner’s proposal.
From a more practical point of view, she brought some interesting resources in the class. We learned how to use hulla hoops to make ven diagrams, how to make the most of wordwalls and eva foam :). Also, she shared how to make youtube work without having those disturbing ads around. Just by typing the word “quiet” after www. in the browser, these will disappear.
The second session of the day was conducted by my colleague, Matthew Johnson. His session was focused on Scaffolding input and output. What I loved most of Matthew’s session is that he not only talked about main issues concerning CLIL but put them into practice while explaining them. This is something I miss much in seminars. Many experts talk about how student-centred teaching-learning is very important, but they do it using a teacher-centred, lecture-based session!
Matthew talked about the concept of scaffolding, how teachers may conceptualise it in very different ways, and how we can implement it in class. To do so, participants’ voices were heard and considered. After this, we reflected on why texts may be considered difficult in the CLIL classroom and we discovered that the difficult thing is really the task, not the text. Then, Matthew gave a wide range of ideas to work with texts in the classroom, activating schemata, and enhancing students’ comprehension. The session was so active and interesting that participants didn’t want to stop (even if it was lunch time!)
In the afternoon, participants had the chance to meet Joseph Parkin (Edelvives Phonics Trainer) presenting a talk on Pronunciation, and they also participated in an interactive Theatre play entitled “A tribute to Catherine of Aragon and the Fallen at Flodden Fleid”, conducted by Soirée Creations.
And today… let’s go for CULTURE!