10:00 AM

Eugenia Papaioannou

EFL teacher, teacher trainer, author

CLIL Applications in the EFL/ESL Class

It will present practical CLIL applications that promote the 21st century skills in the EFL/ESL class. Two CLIL lesson plans will be shared with the attendees for direct use in their classes.

At the end of this session, CLIL teachers understand the procedure of planning and implementing a CLIL lesson, realise the importance of focusing on the subject content rather than the language content and can plan their own CLIL lessons

12:00 PM

Dr. David Marsh

Realizing Interdisciplinary Projects through CLIL

In this presentation you will get new ideas for co-teaching through project work.

At the end of this session, CLIL teachers can do interdisciplinary projects

2:00 PM / 14:00

Gudrun Keplinger

Teacher trainer, EFL didactics researcher

Content learning in CLIL – the role of topic and task engagement for successful Content and Language Integrated Learning at upper secondary vocational colleges for agriculture and forestry

I will present the results of a study which accompanied the implementation of CLIL in secondary colleges for agriculture and forestry (HLFS) in Austria over a period of three years. Our focus was on exploring differences in content learning in L1 and L2 settings. I will start by describing the context of the project and talking about some of its theoretical underpinnings. I will then give detailed information on the research method used, before moving on to an analysis of data which were collected by administering knowledge tests in the participating schools. As I am hoping to also provide practical information, an example of a lesson plan and materials will be presented which were selected for classroom use. Hopefully, this will generate ideas about the implementation of CLIL in similar settings. In the final part of the presentation, suggestions are offered as to what factors should be considered when implementing CLIL in a similar setting in upper secondary education.

At the end of this session, CLIL teachers can hopefully use some of my ideas in their own classroom contexts

4:00 PM / 16:00

Sarah M. Howell

ELT author, teacher trainer, researcher

Lisa Kester-Dodgson

ELT author, teacher trainer, researcher

Oracy as a Tool for Equity in CLIL

Oracy is the ability to articulate ideas, develop understanding and engage with others through spoken language. It is a powerful tool for learning, and it is widely agreed that oracy is also a route to social mobility, that empowers all students to find their voice to succeed in school and life. Good oracy skills have always been necessary, but they matter now more than ever. The Covid-19 pandemic has widened the already persistent ‘language gap’ between disadvantaged students and their peers across all ages, highlighting the importance of classroom-based language interventions. In this talk, we shall look at some ways teachers can integrate simple oracy training into their day-to-day CLIL teaching as a means for addressing some of the injustices worsened by the pandemic.

At the end of this session, CLIL teachers can refer to an oracy framework in order to create opportunities for developing their students oracy skills in their classes

8:00 PM / 20:00

Amanda van Dijk-van ’t Noordende

CLIL Coach, researcher

Project-based CLIL

CLIL in project-based content is an important tool for bi- and multilingual education. Specifically in projects it's important to incorporate CLIL in your project. This workshops will give you inspiration on how to do that with examples, workforms and inspiration.

At the end of this session, CLIL teachers can make use of more workforms and digital tools in projects in class and use a CLIL assessment tool

10:00 AM

Chantal Hemmi

Researcher, trainer

Students’ perceptions of critical thinking and learning outcomes through a debate

In this session, I discuss the commonalities in students’ perceptions of critical thinking through data collected from 80 undergraduate students. Later I discuss the learning outcomes of the thinking that emerged through a debate on a course titled Critical Thinking and Discussions, at a private university in Japan where a CLIL approach was applied in an EMI course with students of diverse linguistic and cultural differences. The findings showed that although the debate framework was rigid and produced somewhat bookish academic discussions, it elicited much critical thought. Here I wish to share my reflections of which scaffolds helped student learning and my limitations in establishing a common understanding about the proposed goals of the course syllabus.

At the end of this session, CLIL teachers teachers have an understanding of students' perceptions of critical thinking and what they learnt through the debate. They will also have access to the handouts used to guide students through the debate activity.

12:00 PM

Janet Streeter

Ryan Whelpdale

Teacher trainers

Actively engaging learners when presenting new content

As teachers, one of the things that we often find difficult is how to present new material to students in a way that actively engages the class. We like to think that students love our stories and the way we tell them. Perhaps they do, perhaps the keen ones who like listening and soaking up information just love it! Yet can we be sure that everyone is really engaging with the material, as we talk enthusiastically about a given topic? Do you ever get the feeling that you are doing all the work? In this short workshop we would like to give you some ideas for engaging students while you present new content.

At the end of this session, CLIL teachers will be able to take away some ideas to develop for their own teaching

2:00 PM / 14:00

Ekaterina Marnitcyna

Associate profession, PhD in the English language

Reading professional texts: to be or not to be?

The session aims at reviewing teachers’ understanding of the task to read professional texts as part of students’ independent work and update it. We will discuss advantages and disadvantages of the task, why it is not so efficient in the 21 century (e.g. new generation, new mentality, new technologies, the task does not seem to be practical enough, etc) and why it is preferable to save it (vocabulary expansion, acquaintance with academic discourse and innovation in a professional field). Participants will get acquainted with a number of real cases (one of which got a scholarship from the Ministry of Culture), get some practical ideas and recommendations on reading updating and develop their own activities basing on modern teaching methods. The session includes online opinion review, case study and is supported by PPP and samples of students’ works.

At the end of this session, CLIL teachers can develop their own version of a professional project based on learners' independent reading and be a facilitator for students creating their own educational artefact.

4:00 PM / 16:00

Michele C. Guerrini

Teacher

Exploring information landscapes: visual literacy skills to support CLIL

In today’s information culture, multimodal texts have gained prominence: photos, diagrams, video and sound are often combined with text to communicate content. According to Kress (2010), we are moving from the dominance of the mode of writing to the mode of image. Given the increasing prevalence of multimodal input, 21st century learners need to be able to interpret it. CLIL teachers may be incorporating multimodal texts into their classes for this and other reasons. Researchers such as Meyer (2010) and Mehisto (2012) suggest that multimodal texts make content more accessible and motivating for a wider range of learners than text alone. Although learners routinely access multimodal input via websites, video clips, computer games and social media, they may need support when interpreting multimodal subject area content. For example, when examining a multimodal science text, questions like the following may arise: what should be examined first, the text or the images? How do the images relate to the text? Do they repeat textual information, expand it or offer new information? Why did the author choose one mode of input over another, for example, a diagram versus a photo or text? Visual literacy skills may guide learners in answering similar questions, help them to navigate multimodal texts with improved understanding and simultaneously provide opportunities for enhanced communication and thinking skills.

At the end of this session, CLIL teachers can identify features typical of multimodal CLIL texts in content areas such as science and history, analyse the challenges these features pose for learners, apply several key strategies to support learners in interpreting multimodal input and evaluate how these strategies stimulate language and thinking skills

8:00 PM / 20:00

Aleksandra Zaparucha

Teacher trainer

On sequencing language skills based on Canterbury Cathedral lesson example

This interactive workshop will use a lesson example to show how to progress from listening and speaking to reading and writing with the diminishing support throughout.

At the end of this session, CLIL teachers can sequence the language skills during their lessons more effectively, especially when it comes to language production

10:00 AM

Phil Ball

Teacher trainer, Author

How to write language materials in a competence-based framework

Competence-led curricula are spreading like wildfire through European countries and expanding globally at an ever-increasing rate. It seems that everyone has caught the competence bug, and no self-respecting national curriculum document can be seen to exclude the notion – even though there is still a remarkable lack of consensus as to what actually constitutes a ‘competence’ in education. Be that as it may, competence-based approaches should be welcome guests at the educational table, and language learning cannot remain an ‘outlier’ in this new paradigm. The traditional ‘four skills’, for example, will simply be components or resources of competences, which will obviously lead to a rethink not only in how we teach language but also in how we can adjust language education to become a valued member of this new curriculum club. I’ll try to demonstrate how a competence-based language syllabus works and offer a framework for developing materials for this approach.

At the end of this session, CLIL teachers can identify and understand the components of competences in language education

12:00 PM

Petra Hatley-Richardson

Teacher trainer

Sietske Dijkema

Teacher trainer

Visual Language Support for CLIL: The Drawing Effect

In this practical and interactive workshop, you will experience the benefit of drawing for any subject, any topic at different levels. We will demonstrate how ‘drawing as a tool’ can support understanding, output, and long-term memory. And a lovely bonus: it’s fun and can save you time! We will use a model lesson for the subject of Geography to demonstrate some key elements that belong in a CLIL lesson. You will be actively involved throughout and have the opportunity to adapt the content of the workshop to your own subject area/student age group and discuss with other delegates. You will see that every teacher can use this drawing technique, even if you think you can't draw!

At the end of the workshop, CLIL teachers can use drawings to support understanding.

2:00 PM / 14:00

Valentina Matone

Teacher, Researcher

CLIL and Peer Education through Authentic Tasks

CLIL is one of the best-fit methodology to engage students in peer education experiences. Giving them a specific task related to the subjects included in the project, they can really feel empowered by being the protagonists in their own learning. Moreover, if the task-based learning is authentic they will be even more motivated. This small presentation aims at sharing a CLIL project involving secondary school pupils who were assigned an exciting but challenging final task: to prepare a storytelling class for 5 years-old children of infant school.

At the end of the session, CLIL teachers have an example of a task-based learning project to engage students in an authentic tasks

4:00 PM / 16:00

Rosie Tanner

Freelance CLIL consultant/trainer

Images in CLIL

"A picture says a thousand words." In this practical workshop, teachers will be introduced to and experience a number of CLIL activities using still images: photographs, drawings, artworks, diagrams. The CLIL activities we shall carry out and discuss are related to different lesson stages and relevant to different (school) subjects. You will go away with ideas for your CLIL lessons that you can develop for yourself.

At the end of the session, CLIL teachers can adapt CLIL activities to their own lessons.

5:00 PM / 17:00

Panel discussion

Ask questions to various CLIL experts from this summit, who will go into discussion regarding topics you can contribute!

Speakers participating are:

8:00 PM / 20:00

Patrick de Boer

Teacher, Teacher trainer

The balancing act: focusing on both language and subject content

As a CLIL teacher, one has to constantly find the delicate balance between introducing new language and concepts and explaining new topics related to your subject.

In this workshop, Patrick will share practical lesson ideas you can use in your lesson to integrate language throughout your lesson, without taking more time to prepare.

At the end of the session, CLIL teachers can introduce language elements in their subject lesson, without having to take more time preparing or implementing in class.