CLIL For Teachers And Teams

Do you use CLIL with primary school kids? This is an episode for you! Linton Roe is not just an expert on implementing CLIL with primary students, he also has extensive experience with students who can't read or write (yet). In other words, most CLIL activities I can think of don't work with this target audience. I had a great time with Linton as he shared his way of working with students this age, I am sure you can hear his enthusiasm as you listen to this episode. Enjoy!

During this second interview with Phil Ball we continued our conversation on implementing skills and competencies in CLIL. We also talked about the role of CLIL in relation to the latest Pisa-Panic in the Netherlands. As always, Phil is a great sparring partner and very willing to share his knowledge (and enthusiasm) on implementing CLIL in the classroom. Enjoy this episode! On March 13 I will host another free mini-workshop "The 5 steps to engaging CLIL lessons" for which you can register at www.clilmedia.com/webinar. Looking forward to meeting you live!

Is bilingual good for you? And why? And what effect does having a native speaker in your teacher team have on the quality of CLIL lessons? These are just a couple of questions Lola Lopez Navas and I discussed during this episode. We also discussed the complicated way education is organised in Spain and the way CLIL education started. Hopefully, this becomes a bit more clear at the end of this episode ;). On 13 March I host another online mini-workshop "Five steps to more engaging CLIL lessons without spending more time". Sign up for free at www.clilmedia.com/webinar. Enjoy this episode!

In this episode, I interview Sabine van Esch, who is not only a CLIL coach but also recently finished her research on the impact of CLIL on motivation during history. An interesting topic I though was worth talking about! At the end of the episode, I mention the mini-workshop you can sign up for at www.clilmedia.com/webinar.

What role do images play in a CLIL context? And how can you help students be aware of that to support their learning? That is primarily what Michele and I talked about, but as always, we also talked about a lot of other things because we both just enjoy talking CLIL :). About Michele C. Guerrini: Michele C. Guerrini teaches at the Universidad de Alcalá de Henares Masters in TEFL, and develops CLIL science, geography and history projects for educational publishers. She is co-author of Learning Lab: Social Science (Santillana) and co-editor of CLIL across educational levels (Richmond). She is currently exploring A.I. tools for education. References mentioned in this episode: Center for Advanced Research on Language Acquisition – Univ. of Minnesota Scaffolding techniques in CBI classrooms. (2004).  ⁠http://carla.umn.edu/cobaltt/modules/strategies/scaffolding_techniques.pdf⁠ Cloud Community College. Revised Bloom’s Taxonomy Process Verbs, Assessments, and Questioning Strategies (n. d.). Based on Anderson, L. D. & Krathwohl, D. R. (2001). ⁠https://www.cloud.edu/Assets/pdfs/assessment/revised-blooms-chart.pdf⁠  Mayer, Richard. Multimedia Learning. 2nd edition. Cambridge, 2009. Mayer, R. and Moreno, R. (1998). A cognitive theory of multimedia learning: implications for design principles. ⁠http://esoluk.co.uk/calling/pdf/chi.pdf⁠ McTigue, E. and Croix, A. (2010). Visual Literacy in Science. Science Scope, 17-22. ⁠http://aholt.pbworks.com/f/VisualLiteracyinScience.pdf⁠  McTigue E. and Flowers, A. (2011). Science Visual Literacy: Learners’ Perceptions and Knowledge of diagrams. The Reading Teacher, 64(8),  578–589. DOI:10.1598/RT.64.8.3 ⁠http://reading763.pbworks.com/w/file/fetch/70643303/Science%20Visual%20Literacy.pdf⁠ Mehisto, P. (2012). Criteria for producing CLIL learning material. Encuentro 21, 15-33. ⁠http://files.eric.ed.gov/fulltext/ED539729.pdf⁠ Nelson, J.  and Olander, C. (2022). Meaning-making of arrows in a representation of the greenhouse effect. Journal of Biological Education,  DOI: 10.1080/00219266.2021.2012229 Preston, C. (2018). Food webs: implications for instruction. The American Biology Teacher, 80(5), 331–338, ISSN 0002-7685.   ⁠https://www.researchgate.net/publication/324568211_Food_Webs_Implications_for_Instruction⁠

With Brussels being a special city for multilingualism, I wanted to interview Jill Surmont who trains future teachers and does a lot of research on CLIL in Belgium. During our talk, we discussed the Language Paradox (wondering what that is? Listen to the episode ;)), what makes CLIL special (and the answer was an eye-opener for me) and different bits of research that have recently been done in the field of CLIL. Enjoy!

P.E. teachers might sometimes have a hard time finding materials for their CLIL lessons, as many books are written for more theoretical subjects. In this episode, I interview Christel de Jong, who has made it her mission to facilitate P.E. teachers in their CLIL lessons. During the interview, she shared many practical tips and insights for P.E. and other CLIL teachers. Enjoy! Resources mentioned in this episode: Christel's website: https://www.sportseducationtransformation.com/ Amazing PE lessons: https://www.amazingpelessons.com/ The series of articles on her trip to Canada (in Dutch): Article 1 Article 2 Article 3

The first episode of 'season two' starts with a Special Episode: An interview with CLIL expert David Marsh. During an hour we discussed various topics and I learned quite a few new things myself! Topics like: - What makes CLIL CLIL? - Should we make the native speaker a special person in the organisation? - Is L1 forbidden in a CLIL lesson and why/why not? In the episode, we also discuss the upcoming Online CLIL Summit (www.onlineclilsummit.com) so be sure to have a look. As for the paper mentioned by David, it turned out to be called "Reinventing the native speaker" by Paolo Escudero and Michael Sharwood Smith. Enjoy!

In this episode I share a different way of opening your lesson: using diagnostic, formative questions. This is based on the idea of Craig Barton to use diagnostic questions to check for understanding, but you can also use it to activate prior knowledge at the same time. I also share information on the Online CLIL Summit in October, more information can be found at www.onlineclilsummit.com. This will be the last episode of this season. I will be back in September.

In a CLIL lesson, you promote language output. But then what? How do you deal with students who say something in English and maybe make a mistake? In this episode, I discuss 6 different ways you can provide feedback on spoken output. The information comes from two blog posts I published quite some time ago already: How to provide effective feedback | Part 1 How to provide effective feedback | Part 2