CLIL TOOL FOR FOREIGN LANGUAGE CLASSES (poster)

Slovenia, ID LLCE2015-167

CLIL (a generic term for different forms of content and language integrated learning) isan umbrella term for different forms of using language as the medium of instruction. It has a various positions in different school systems around the world. In case where CLIL is not a part of the curricula and CLIL elements are integrated in the foreign language teaching, teachers have doubts about which content should be chosen for CLIL units. We would like to present a  tool, which helps the teachers to choose contents for non-linguistic subjects, which can  guarantee a succesfull foreign language learning in CLIL units in . The CLIL tool (Lipavic Oštir/Lipovec/Rajšp 2015) has been developed and analysed in the case of Slovenian curricula for primary schools. It consist of following elements: basic/key concept, possibility of methodical algorithm, possibility of practical work and ''language loop''. In using this tool, the teacher picks one topic or unit from non-linguistic subject and grades the first three elements regarding the non-linguistic subject and all four elements regarding the foreign language. For example: the teacher choses the unit body parts and evaluate the rate of contents’ appropriatenessby grading all criteria on level from 1 to 5 as follows. Body parts is one of the basic concepts of nature ( non-linguistic subject) , the possibility of different methodical algorithms and of the practical work is wide, so it can be graded very well. Body parts is one of the basic concepts of foreign language learning (CEFR), the possibilities of methodical algorithm and of the practical work is large and the so called ''language loop'' can be realised because the lexis of body parts will appear occasionally later.If we grade this topic regarding non-linguistic subjects and foreign language, learning the topic should be graded very high and can be used in CLIL units. Additionally, the tool provides a good indicator of cognitively degrading contents. Such contents could be used in teaching foreign language unconsciously. Via grading key concepts in non-linguistic subjects, the tool reveals appropriate students’ cognitive demand that is supposed for mastering concepts in mother tongue.

In the case of curricula for primary schools in Slovenia, our analysis confirmed the usefulness of the tool and pointed out the differences between subjects. The topics from the subject nature and technology are more appropriate for CLIL than the topics from the subject social science, while the mathematic topics are appropriate, but not so good as nature and technology.