CLIL4U Workshop in Madrid January 20th – 25th 2014
Confederación Española de Centros de Enseñanza (CECE)
Meeting minutes
January 20th
The teams met in the hotel lobby and Marian Villanueva welcomed the participants and we had a quick
introduction during the tapas evening
January 21st
After taking the metro to the CECE office the teams were welcomed by Marian Villanueva and Kent
Andersen
Introduction of teams
A general introduction from all participants including individual experiences with CLIL (Content and
Language Integrated Learning).
Extract from the “roundtable experience sharing”: The experience from the partners underlines the need
for CLIL material at multiple levels. The experience and the use of CLIL are very limited in some countries
and more advanced in others. The level of English among teachers, both content and foreign language
teachers, varies which is a challenge. Content teachers will often not be confident teaching content in a
foreign language. Furthermore there it varies from institution to institution how language is combined with
content teaching.
Walk through of agenda (Kent Andersen, SDE College)
Presentation of the work tasks during the week
Expected outcomes of the project (Kent Andersen, SDE College)
 Project Objectives
 To promote language learning and linguistic diversity
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 To encourage the best use of results, innovative products and processes and to exchange
good practice in the fields covered by the Lifelong Learning Programme, in order to
improve the quality of education and training
 To promote European co-operation in fields covering two or more sub-programmes
 To promote language learning and support linguistic diversity in Member States
 CLIL4U Core products
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24 CLIL scenarios for primary schools
24 CLIL scenarios for vocational colleges
Six CLIL videos
CLIL Book
Material bank
Pre-CLIL language course for
content teachers
 CLIL course for content and
language teachers
 Post CLIL course with language certification
 Target Figures
 A minimum of 24 teacher courses have been conducted across the partnership.
 The CLIL scenarios will have been tested by
 120 teachers,
 360 pupils
 440 students
 600 parents of pupils in primary schools
 10 newsletters (10 newsletters 4 times per year <3.500 recipients)
 The CLIL videos
 Serve as demonstrator of six of the scenarios
 Act as promotion / awareness raising material
 Show pupils/students learning a subject through a foreign language
 English soundtrack
 Subtitles in Danish, English, Greek, Italian, Maltese, Spanish
 CLIL Book/Guide/Manual
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 eBook and .pdf format (E-book for Kindle, Ipad and .pdf format, graphics done at
SDE)
 Describes CLIL practice, advantages, basic theory, and with case examples on how
to implement CLIL in the two sectors.
 Translated versions in the six project languages
 CLIL Course
 Online content and language course
 Onsite CLIL course with language focus
 Language course following the CLIL course and leading to certification
 Important dates (see Gantt chart) marked with red is lead partner)
 All dates/months in the work plan – see Gantt chart
 Half year reports on activities and finances
 January 20th to 25th Madrid
 September 29th to October 3rd Malta
 2015 March 16th to 22nd Malta
 2015: September 28th to October 2nd Madrid
 2016: May 30th to June 3rd Cyprus
Brainstorming in the two CLIL core groups (Vocational colleges and primary
schools) to compile lists of ideas for the 48 CLIL scenarios, minimum 24
vocational scenarios and 24 on primary school.
It soon became clear that to decide on suitable and transversal scenarios we needed a quick presemtation
of the different VET systems:
Presentations of educational systems and general discussion
SDE College: Students are usually 16 when entering vocational education. They start basic training for 20
weeks and then able to continue on main courses. They usually start working the first year in a company
before entering the theoretical part of their education.
Use content from curricula and teach it in English. Two teachers – one responsible for content and one for
language. Minimum language level in DK is F (A2) graded by the ability to communicate – graded on
content and language at exams.
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MCAST: Students from primary school is “bridged” to be ready for vocational education. They are being
prepared for vocational education “foundation level”. Most students are bilingual but lectures are delivered
in English and Maltese in order for all students to be able to keep up.
ETI: Focus on language learning should be on vocabulary and structure. Instead of picking out random
scenarios we could chose a base already known.
SUPSI: SUPSI: Bachelor degree courses in the fields of Construction and Design, Healthcare, IT, Business and
Social Sciences, Teacher Training, Music and Drama. Courses last for 3 years and students are admitted
after having obtained high school leaving certificates (age 18-19). Further 2-year Master level courses are
also offered.
Intercollege: Students who finish their secondary schooling can begin their vocational studies at the age of
18 or else those of them who decide to implement vocational studies when entering their secondary
school, may do so at the age of 16. Getting a position as a student at Intercollege a person must have an
apolyterion (certificate) with the grade 7/10 or 14/20. Students follow the ECVET system and need to have
about 60-63 credits depending on the major to qualify for a diploma. Students who want to continue their
studies and get a degree on specific majors may continue their studies for another two years. The courses
at the college start in September and February. In July, intensive courses are offered to students who want
to progress or freshen up their skills in English. All students must sit for a placement test in English unless
their major is offered in the Greek language. Students evaluation depends on their continuous course
assessment (tests, quizzes, presentations, projects, midterm exam and the like) , their final exam and their
practicum when applied. Students who are obliged to take a practice session in service, do it so during the
summer months.
January 22nd
The day started with presentation of David Marsh and the teams. Davis gave a short presemtation of CLIL
and the rationale for going from 4 Cs to 5Cs in CLIL descriptions.
The teams then presented their results from the first workshop day. It became clear that we needed to
agree on a structure for the future work with the scenarios. We therefore divided the groups in two so the
VET group worked together in a separate room while the Comenius groups together with Davis Marsh
worked on a joint scenario framework based on the five C system (Content and Language Integrated
Learning) Scenarios for the VET group
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After a long day the teams were ready with a structure and ideas for how the future scenarios will be
presented to website visitors.
Ideas for the primary school CLIL scenarios
The team of primary schools decided to create 24 scenarios based on 8 main topics and 3 different levels of
difficulty. We named this project "Me and my world".
Every topic is divided into three scenarios: level A1, A2, A2+ Common European Framework of Reference
for Language:
Italy
Italy
Italy
a1, a2 ,a2+
a1, a2 ,a2+
a2, a2+
Food
Dinosaurs/animals
Health + fitness (body)
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Spain
Spain
Spain
a1, a2 ,a2+
a1, a2 ,a2+
a2, a2+
Denmark
Denmark
Denmark
Denmark
a1, a2 ,a2+
a1, a2 ,a2+
a1
a1
Rivers (lakes , Mountains, oceans,)The Earth, solar system
Living things + plants
Seasons/climate
My Town, my country, Europe
Super heroes
Seasons/climate
Health + fitness (body)
The Italian 1st and 2nd scenarios will be Food A1 and Food A2+
Denmark is going to start with "Health and Fitness" and "Climate and Seasons" for A1 English level.
The 2 first scenarios chosen by the Spanish team are "Living things /Plants" and "Solar System" for A1
English level.
Ideas for vocational CLIL scenarios (draft list)
Presentation of the vocational scenarios by William Lynge and Kent Andersen – possible overall
title: Me and My Working Life.
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Health and Safety
o Work safety
 Ergonomics
 Electrical safety
 Scaffold erecting
o Home safety
First Aid
Marketing company plan
o Entrepreneurship
Key skills – Learning Support Unit
o Study skills
o Time management
House automation (Domotics)
o Health care
o Architects
o Electricians
o Interior design
o IT
Traffic code
ICT
o Commonly used desktop
applications
o Web 2.0 (social media)
o PC Schematic
o Information searching
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Food and nutrition
o Health care
o Hotel and management
o Culinary arts
Renewable/sustainable energy
o Plumbers
o Electricians
o Construction
o Natural resources
Customer services (telephone services
ect.)
Internalization
o Europass
o mobility
Interview techniques
Quality Assurance
(Apprenticeship training)
Project management
Welfare regulations

Risk assessment
January 23rd
Presentation of the scenario ideas / feedback from the teams
Kent Andersen presented the Clilstore www.multidict.net and demonstrated how it can be used in a task
based approach in CLIL for vocational colleges. The unit presented is called Domotics (see the content from:
http://multidict.net/cs/238) Kent presented the pre-task as students working with the Clilstore unit, which
had all words linked to dictionaries in 118 languages. He also told how a teacher in three minutes can
create a new unit in Clilstore and had handed out DVDs with Do It Yourself videos demonstrating how to do
so. The full task was presented as group work where students would prepare a demonstration of an
ultimate Domotics system. The post-task was described as the “Dirty Dozen” where a content teacher had
collected written documentation on Domotics from the groups ready for the language teacher who would
then select suitable and interesting features (based on the Dirty Dozen system) to work on in the clkass
(also possible as group work) .
Steen Knutzen presented the results from the primary schools. The five C’s will function as the
framework for the future work in the project: Content, Cognition, Culture, Communication, and
Competence
Lise Knattrup presents a suggestion for a template:
Aim
Level
Subject
Approx. time overall
Language for learning
Language of learning
Overall aim for the plan
Language level (A1, A2 or A2+)
Plan
stage 1
Short description
Introduction to the body parts
Knowing about body parts
Only a few lines
Stage 2
Stage 3
Stage
So many as needed
Evaluation
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Links to activities
activity 1 –
activity 2
Next page to which the lesson plan is linking too:
Activity 1
Procedure
Post-it’s with the English body part terms.
In pairs the pupil each produce a set of Post it’s with the English body parts
terms and ”pin” them on each other while pronouncing the word.
Approx. time
Level
Learning outcome
20min
Language level (A1, A2 or A2+)
Choose only 2 or 3
Indicators
Choose only 2-4
indicators
Materials
-attention towards the body parts.
-awareness on the English names of the body parts.
-tactile stimulation.
-get exercised
-using the IWB
-the pupils confer with each other
-the pupils confer the activity paper.
-The pupils are having a good time.
-The Post it’s a put on the right body parts.
-The pupils speak English
Post-it’s
IWB (link)
Activity paper (link)
Activity 2
Procedure
Approx. time
Learning outcome
Indicators
Materials
Presentation of ideas for the CLIL book content
Maria Theodorou and Niki Chrysantou presented their ideas for the CLIL book/manual, which will utilise the
scenarios and videos and refer to the materials bank to demonstrate the attractiveness of CLIL and remove
some of the known barriers to successful implementation of CLIL in the two sectors. Their first ideas were
based on:
Essential CLIL book content:
•
Contents
•
Abstract
•
Introduction
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•
The 5 Cs
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What is CLIL? Definition
•
CLIL Methodologies
•
24 CLIL scenarios for primary schools
•
24 CLIL scenarios for vocational colleges
•
Material bank for CLIL teachers
•
Appropriate links to scenarios and videos
Suggested and /or possible points to be covered:
•
Clarification between CLIL and LSP
•
What would a CLIL learner expect to gain from CLIL?
•
Who could learn through CLIL (e.g. age limit and subject matter)/Is there a target student
for CLIL?
•
What qualifications should a CLIL teacher have? (should a CLIL teacher be both a qualified
language teacher and a qualified subject teacher?
•
Is there a need for training and how can this be done?
•
Possible evaluation
•
Who are to collaborate in order to create authentic CLIL learning circumstances?
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Does a bilingual subject teacher need special training?
•
Does learning through a second language slow down the learning of the subject matter?
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Is there any additional cost in the learning procedure?
•
Up to what extend is technology needed?
•
Are there any subject matters easier to learn than others?
•
Is there a minimum knowledge of the second language to learn a subject through CLIL?
•
Is there a suggested amount of time for learning through CLIL in order to have the
desirable result?
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The participants then split up in a male and a female group each preparing a suggestion for the
“CLIL book/manual content/structure”
Men’s idea: CLIL BILL – Soundtrack CLILLing me softly
The superior idea produced by the Women: The visual five Cs with an overall quick overview
of the whole content.
Deadline: The book will be completed in December 2014
Presentation of CLIL experience (David Marsh)
David Marsh made use of a PowerPoint presentation on CLIL research (full presentation available
in the project Dropbox).
January 24th
The CLIL materials bank/repository
Kent Andersen briefly described the ideas behind the materials bank, he’ll prepare a sample structure for
webpage with a choice of scenarios. The final results will be based on a databse where teachers can search
for specific materials suitable to pupils/students at specific levels. The system will also employ a filtering
system.
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First ideas for the course structures (Sandra Attard-Montalto and Kent
Andersen)
See Sandra’s presentation in Dropbog
We had a lengthy debate on how best to structure the three course parts
 Online pre-course for content teachers learning the needed vocabulary etc. to cater for a successful
onsite course together with language teachers
 On-site course (probably four days) for both language and content teachers
 Onsite course (one days) for content teachers leading to a language certification
Dissemination, website and social media (Kent Andersen)
Kent presented the project website http://languages.dk/clil4u/index.html and demonstrated the use of
Twitter: @clil4u which he has to include with a feed in the project website. We’ll also make use of a project
mailing list as well as a dedicated Facebook page: https://www.facebook.com/Clil4U we agreed that we
must all visit the Facebook page on a weekly basis (minimum!-)
Financial regulations and project reporting (Jørgen Seeberg and Kent Andersen)
Jørgen and Kent presented the main guidelines to the project
http://www.languages.dk/archive/clil4u/meetings/kick-off/Clil4U.ppt and also went through the reporting
papers that each team and team members must fill in on an ongoing basis and submit these to SDE every
six months.
Meeting evaluation
The meeting finished with all members filling in the evaluation forms:
http://www.languages.dk/archive/clil4u/meetings/kick-off/evaluationMADRID.pdf
NB It was decided to have the first two Scenarios from each partner ready in the spring:
DEADLINE: March 10th 2014
List of participants:
CECE
ETI
ETI
Intercollege
Intercollege
Kroggaardskolen
Kroggaardskolen
Kroggaardskolen
MCAST
MCAST
MonteGrappa
Marian Villanueva
Douglas Matheson
Sandra Attard Montalto
Maria Theodorou
Niki Chrysanthou
Lise Knattrup
Rikke Lohmann Vestergaard
Steen Christian Knutzen
Jason Masini
John Sciberras
Albalisa Azzariti
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
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MonteGrappa
MonteGrappa
MonteGrappa
SDE
SDE
SDE
SUPSI
SUPSI
External QM
External QM
Zola
Zola
Patrizia Maida
Rosina Spina
Simona Corio
Jørgen Seeberg
Kent Andersen
William Wernay Lynge
Germana D’Alessio
Jan Hardie
David Marsh
Maria Jesus Frigols
Katia Teresa
Sara Vaz
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
[email protected]
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