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Preparing your CLIL lesson does not have to be a huge challenge.
Learn from the best to prepare your CLIL lesson - for FREE
The goal of this summit is to help you out planning and implementing an engaging CLIL lesson
without feeling overwhelmed, stressed out or insecure about how to do it.
With the amazing lineup of speaker during this online summit, you will be sure to find at least a few great ideas for your CLIL lessons.
Read more about the speakers below and get your free ticket to the online CLIL Summit 2020!
Phil Ball
Materials writer, teacher trainer, consultant, author
Phil Ball works mainly for the Federation of Basque Schools, based in San Sebastián in Spain. He is a CLIL materials writer and teacher-trainer. He co-designed the new ‘CLIL Essentials’ online course for the British Council and works as a consultant and tutor for NILE in England.
He is the co-author of the book about CLIL, ‘Putting CLIL into Practice’ (Oxford University Press 2015) and the CLIL textbook series for the Basque competence-based curriculum (EKI), for which he is an author, was nominated for the ELTONS Innovation Award in London, in 2016
During this panel discussion you can ask any of the available CLIL experts things you wanted to know about CLIL. The differences between CLIL in different parts of the world will be discussed as well.
During this session you will learn the differences between CLIL in different parts of the world and the answers to questions you can ask yourself during the panel discussion.
CLIL teachers sometimes seem to be worried that they are not 'integrating', in the sense that they are unsure as to how to balance the content-language emphasis during a standard CLIL class. It's much easier to resolve this if you see the lesson (or sequence) as having three distinct phases, each of which contains different types (and levels) of language.
Keith Kelly
Teacher, author, trainer, consultant
I am a teacher, author, trainer and consultant in CLIL and bilingual education based in Bulgaria where I own and run Anglia School where we put CLIL into Practice for 2 year-olds and over.
Curriculum skills offer a bridge between the language and content curriculum areas. Language teachers can develop language through activities which focus on the same skill sets the learners meet in non-linguistic subject classroom without the need to cover the same depth of content. Content subject teachers can develop communication with this focus and through curriculum skills, both groups can make tangible and visible the general academic language of the curriculum frequently taken for granted or overlooked.
During this session you will learn about translating curriculum descriptors into language and activity appropriate for all curriculum areas.
Rosie Tanner
Education consultant, trainer, author
Rosie is a freelance British CLIL education consultant, trainer and author (CLIL Skills, CLIL Activities: CUP), resident in the Netherlands. She designs and delivered pre-service and in-service (CLIL) training and has recently developed a CLIL train-the-trainer course. She has trained teachers in Brazil, Chile, China, Egypt, Finland, Japan, Kazakhstan, Poland, Spain... Her main strengths lie in translating theory into practical lesson ideas and making real contact with her participants.
How can you get all your students participating, engaged and contributing (online) in your CLIL lessons? My webinar will answer this question - as well as engaging you, as a participant!
During this session you will learn ideas about engaging students in CLIL lessons.
Linton Roe
Education consultant, language specialist
Linton is a passionate and experienced teacher, leader, consultant and languages coach, based in Melbourne, Australia. He led the renowned Bayswater South Primary School 50:50 English-German CLIL Program for many years. Linton is currently involved in the development of CLIL approaches and building sustainable models of Languages Education that are powerful and engaging for students, teachers and the wider community.
Linton has presented many workshops and webinars in the fields of Languages, Science, Music and Educational Leadership in Australia and overseas, and is currently coaching teachers and leaders in a number of Melbourne schools. He has been published in professional journals and has recently initiated a number of projects where students and teachers work together to improve Languages outcomes. Linton is passionate about modelling engaging strategies and using student voice to inform planning and motivation.
Linton can be contacted for advice, languages resources and professional learning programs for teachers and school leaders, either in-school or online, with an emphasis on connecting quality pedagogy with student voice and program design.
During this panel discussion you can ask any of the available CLIL experts things you wanted to know about CLIL. The differences between CLIL in different parts of the world will be discussed as well.
During this session you will learn the differences between CLIL in different parts of the world and the answers to questions you can ask yourself during the panel discussion.
Research tells us that the more often we practise something, the quicker and more effectively we learn it. Many schools have successfully implemented regular practice as part of their Maths, Music, Sport, Humanities and other programs, yet often their Languages programs still run on a much older model. This session seeks to look at past and current models of Languages education in light of our recent lock-down experiences and explore some options that are now available to help students practise more often. Do we really still need to be driving a Model T Ford? Come along to discuss some ideas which may work for your program.
During this session you will learn that fixed mindsets and practices around timetables and curriculum planning are not always best for learners. Flexible, differentiated, student-centred tasks can be chosen by students at their point of need, can enhance both content and language learning.
Kylie Farmer
Education consultant, teacher
Kylie Farmer is a Languages Education Consultant based in Australia. She facilitates the CLIL Teacher Network and the Bilingual Schools Network for the Modern Language Teachers Association of Victoria (MLTAV). She is an experienced primary teacher of Japanese having taught using the CLIL approach in a bilingual setting. She draws on this expertise to provide CLIL Professional Learning and also teaches the CLIL course at Melbourne Graduate School of Education. She loves seeing the way in which CLIL teachers and learners are engaged in quality teaching and learning through the CLIL approach.
During this panel discussion you can ask any of the available CLIL experts things you wanted to know about CLIL. The differences between CLIL in different parts of the world will be discussed as well.
During this session you will learn the differences between CLIL in different parts of the world and the answers to questions you can ask yourself during the panel discussion.
Planning for effective and engaging CLIL lessons requires careful planning. The effort invested in planning is rewarded by the enthusiastic response from learners as they engage in powerful learning.
During this session you will learn gain insights to quality CLIL classroom practices including links to clips from a STEM program taught through Korean and a Maths class taught in German. Identify the careful planning which underpins this practice and the planning template used.
Mary Spratt & Helen Baker
Teacher, teacher trainer, materials writer, consultant
Mary has been involved in various aspects of language teaching, as a teacher, teacher trainer, materials writer and assessment consultant. This work has taken her to live in various countries aside from her native UK: Hong Kong, Italy, Algeria, Portugal, Belgium, and to visit many more. She has written tests for CLIL teachers, been involved in the design of Cambridge’s TKT CLIL, taught on CLIL teacher training courses and written several articles which focussed mainly on trying to work out what CLIL really is or isn’t!
Teacher, Teacher Trainer, Examiner
Originally from Yorkshire in the UK, Helen has worked in the field of education for 35 years, mainly in EFL and ESOL teaching and management, in many different settings in the public and private sector, in the UK and in Italy. As her teaching over the last few years has been online, she takes a keen interest in developments in e-learning. Throughout her career she has been involved in teacher training: her most recent training project was an introductory CLIL programme for primary and secondary school subject teachers from Spain, co-taught with Mary at La Dante European Cultural Centre in Cambridge.
We will base our talk on a CLIL lesson and highlight the four ways in which it tries to make the lesson more engaging. We will talk briefly about each of these four ways, aiming to show how they can be used in any and all CLIL lessons.
During this session you will learn four easy-to-apply techniques for engaging learners.
Letizia Cinganotto & Daniela Cuccurullo
Researcher
Letizia Cinganotto, PhD, Researcher at INDIRE (National Institute for Documentation, Innovation, Educational Research, Italy), member of numerous Working Groups and Scientific Committees on languages and CLIL both at national and international level. She has published a large number of articles and papers and four volumes on CLIL.
Teacher, teacher trainer
Daniela Cuccurullo is a teacher of English at upper secondary level and a contract professor of English at university in Italy. She is a CLIL teacher and a teacher trainer, involved in a wide range of projects both at national and international level. She has published articles and papers in English and in Italian. She is currently Tesol Italy Vice-President.
During the webinar the speakers will present the Techno-CLIL format, which includes the use of learning technologies for CLIL. Examples of tools, repositories and websites for CLIL will be presented and described, providing useful suggestions for face-to-face, blended or remote CLIL activities.
During this session you will learn practical inputs for CLIL with ICT.
Aleksandra Zaparucha
Teacher, teacher trainer, author
I’m a Geography and English teacher from Toruń, Poland, with 30 years of experience in Geography and EFL/ESL teaching, teacher training, translating, examining and materials writing, including over 15 years of Content and Language Integrated Learning. I have worked extensively as a teacher and teacher trainer in Poland and the UK, as well as Asia (Qatar, Uzbekistan, Kazakhstan, Azerbaijan, Turkey, Iraq, China). I conduct regular CLIL training for subject teachers for SOP Oświatowiec Toruń. In 2014 my geography workbook for lower secondary ‘Earth and People 1’ was nominated for the British Council ELTons Award in the category of Local Innovation and in 2016 I was the winner of the award as a Tigtag CLIL team member. I regularly contribute to EFL magazines, both online and traditional. I have presented at national and international conferences, such as IATEFL World, IATEFL Poland and HERODOT network, mostly on topics related to CLIL and Global Issues in an English classroom.
During this panel discussion you can ask any of the available CLIL experts things you wanted to know about CLIL. The differences between CLIL in different parts of the world will be discussed as well.
During this session you will learn the differences between CLIL in different parts of the world and the answers to questions you can ask yourself during the panel discussion.
The traditional approach to CLIL, proposed by Coyle, Hood and Marsh (2010), revolves around the 4Cs: Content, Communication, Cognition and Culture. However, a more recent proposal put forward by Ball, Clegg and Kelly (2015), refers to the 10 CLIL Parameters. In my talk, I would like to offer a merger of those two approaches in the form of the CLIL Wheel. It combines three of the four CLIL ‘Cs’ - Content, Communication and Cognition with the appropriate parameters, leaving the fourth ‘C’ for Culture as the outside ring of the CLIL Wheel. In this way, the CLIL Wheel offers practical guidance to all those who have already started experimenting with CLIL and those who are thinking about it, whether Primary or Secondary, whether a language or subject specialist, especially as I will be using examples from various content areas.
During this session you will learn the practicalities of using the CLIL Wheel as a support and checklist for CLIL lesson planning
Jill Surmont
Assistant professor, teacher trainer
Jill Surmont is an assistent professor at the Vrije Universiteit Brussel in the teacher training department. Her research focusses on how to teach content in a language that is not mastered (completely) yet by the pupils. This not only includes CLIL, but also working with non-native speakers in regular education. She was part of the team that just finalised the first longitudinal study of the impact of CLIL on learning outcomes in Flanders. One of her current projects is the Erasmus + project "Framing CLIL", in which teaching materials are developed to stimulate both language learning and understanding of fractions through gamebased learning.
During this panel discussion you can ask any of the available CLIL experts things you wanted to know about CLIL. The differences between CLIL in different parts of the world will be discussed as well.
During this session you will learn the differences between CLIL in different parts of the world and the answers to questions you can ask yourself during the panel discussion.
During this interview Jill Surmont shares why interactive teaching is important to CLIL, why CLIL is actually not that different from regular teaching and how CLIL cannot be an island in the curriculum and how cooperation between the CLIL teacher and language teachers play an essential part in effective CLIL teaching
During this session you will learn how to look at CLIL from a broader educational perspective