1. RICH INPUT
1.1. Criteria for selecting materials
1.1.1. Classroom materials
1.1.1.1. Meaningful
1.1.1.2. Challenging
1.1.1.3. Authentic
1.1.2. Content
1.1.2.1. Global issues
1.1.2.1.1. Connect students prior
1.2. Scaffolding and study skills
1.2.1. Students need strong study skills
1.2.1.1. Critical for successful CLIL
1.3. Multimodal input
1.3.1. Varied ways to present subject content
1.3.1.1. Catering to different learning styles and intelligences
1.3.1.1.1. Maps
1.3.1.1.2. Diagrams
1.3.1.1.3. Charts
1.4. Importance of meaningful and motivating input
1.4.1. Learning is most effective when input is:
1.4.1.1. Motivating
1.4.1.2. Relatable
1.4.1.3. Keeps students affective filters open
1.5. Use of digital resources
1.5.1. Provide authent input and foster creative thinking
1.5.1.1. Videos
1.5.1.2. Animations
1.5.1.3. Podcasts
1.5.1.4. Webquests
1.6. Teacher's crucial role
1.6.1. Teachers are irreplaceable
1.6.1.1. Essential for successful learning
1.6.1.1.1. Teacher feedback
1.6.1.1.2. Systematic error
2. SCAFFOLDING LEARNING
2.1. Functions of scaffolding
2.1.1. Reducing cognitive and linguistic load
2.1.2. Task support
2.1.3. Enchancing language production
2.2. Implementation and adaption
2.2.1. Language skills improve
2.2.2. Essential in CLIL classrooms
2.3. Authentic materials and challenges
2.3.1. Challenges
2.3.1.1. Unfamiliar words
2.3.1.2. Not specifically designed for foreign language learners
2.3.2. Solutions
2.3.2.1. Strategies
2.3.2.1.1. Infer meaning from context
2.3.2.1.2. Identify relevant information
2.3.2.2. Tasks and questions
2.3.2.2.1. Focus on understanding the main message
2.4. Promoting autonomy and motivation
2.4.1. Specific study skills and strategies
2.4.1.1. Working with:
2.4.1.1.1. Maps
2.4.1.1.2. Diagrams
2.4.1.1.3. Images
2.4.2. Focus on students' achievements
2.5. Anderson's ACT model (1983)
2.5.1. Declarative knowledge
2.5.1.1. Observation
2.5.1.2. Instruction
2.5.2. Procedural knowledge
2.5.2.1. How to perform cognitive tasks
2.6. Importance of systematic practice
2.6.1. Instructional activities should:
2.6.1.1. Contextualize skills
2.6.1.2. Provide monitoring and feedback
2.6.2. Meaningful practice in CLIL classrooms enhances language learning
3. RICH INTERACTION AND PUSHED OUTPUT
3.1. **INTERACTION HYPOTHESIS**
3.1.1. Interaction in the target language facilitates language acquisition
3.1.2. Modified output improve linguistic skills to learners.
3.2. **Task-Based Language Teaching (TBLT) in CLIL**
3.2.1. Principles
3.2.1.1. Focuses on authentic communication in social contexts
3.2.1.2. Tasks encourage interaction and promote fluency, accuracy and complexity
3.2.1.3. Fundamental for CLIL lesson design
3.2.1.4. Communication gaps encourage authentic interaction.
3.3. **SAMPLE TASK**
3.3.1. **Job interview simulation:** Role-playing hurricane co-pilot interviews with team collaboration
3.4. **STRATEGIES FOR EFFECTIVENESS**
3.4.1. **Task Repetition**
3.4.1.1. Develops fluency, confidence and complexity
3.4.2. **Pre-planning**
3.4.2.1. Reduced time boosts fluency
3.4.3. **Adjustable parameters**
3.4.3.1. Adapt tasks to student needs
3.5. **TOWARDS QUALITY CLIL**
3.5.1. **CLIL & TBLT**
3.5.1.1. Mutually reinforce authentic, engaging tasks for language and content learning
3.5.2. **Languaging**
3.5.2.1. Using language to shape and deepen understanding
3.6. **QUICK TASK EXAMPLES **
3.6.1. Drawing graphs from shared info
3.6.2. Spot-the-difference activities
3.6.3. Creating L2 subtitles or audio tracks for L1 videos
4. **Highlights the interplay between CLIL and TBLT**
5. ADDING THE (INTER-)CULTURAL DIMENSION
5.1. **GLOBALIZATION**
5.1.1. Mutual knowledge
5.1.1.1. Improves cooperation
5.1.2. Cooperation
5.1.2.1. Knowledge of other countries
5.1.2.1.1. INTERCULTURAL COMMUNICATIVE COMPETENCE
5.2. **CLIL**
5.2.1. Contributes to
5.2.1.1. Learning to discuss key issues in the lingua franca
5.2.1.2. Understanding hidden cultural codes and linguistic and non-linguistic strategies
5.2.1.3. Maintain communication without causing offense
6. **EDUCATIONAL GOAL**
7. **CLIL**
8. MAKE IT H.O.T.
8.1. CLIL core elements
8.1.1. Input
8.1.1.1. Authentic, meaningful & challenging
8.1.2. Tasks
8.1.2.1. - Higher order thinking - Student interaction - Authentic communication - Subject specific study skills
8.1.3. Output
8.1.3.1. - Cross-cultural communication - Fluency, accuracy, complexity - BICS --> CALP
8.1.4. Scaffolding
8.2. Key to success in the Information Age
8.3. Effective CLIL teaching methodology
8.3.1. The core elements of CLIL
8.3.1.1. Combine Bloom's Taxonomy with Gardner’s concept of multiple intelligences
8.3.1.2. Creating environments in which students are:
8.3.1.2.1. Engaged
8.3.1.2.2. Challenged
8.3.1.2.3. Saturated
8.3.1.3. Have to be balanced in such a way that various cognitive activities are triggered.
8.3.1.3.1. Output
8.3.1.3.2. Input
8.3.1.3.3. Scaffolding
8.3.1.3.4. Tasks
8.3.1.4. Learning process is more concurrent than sequential
8.3.2. Systematic language work is of paramount importance when teaching thinking.
8.3.2.1. Express their thoughts in an increasingly complex manner
8.3.2.2. Academic thinking skills can easily be incorporated into one’s teaching routine
9. SUSTAINABLE LEARNING
9.1. What we teach in class
9.1.1. Long-term memory.
9.2. Passive knowledge --> turn into active knowledge.
9.3. Teachers have to facilitate both the learning of:
9.3.1. Specific content
9.3.2. Learning/acquisition of a foreign language
9.3.2.1. Students can talk about the respective topics in:
9.3.2.1.1. L1
9.3.2.1.2. L2
9.4. Strategies that teachers should use
9.4.1. Create connections with students’ attitudes, experience and knowledge
9.4.2. Make the learning process transparent and provide clear structuring
9.4.3. Make sure that results of group work are shared with all students of the class
9.4.3.1. Effective methodology
9.4.4. Promote autonomous learning and introduce (digital) portfolio work
9.4.5. Adopt a translanguaging approach to multilingualism
9.4.5.1. Paraphrasing games
9.4.6. Embrace a lexical approach to teaching and move away from isolated words and word lists
9.4.7. Promote spiral learning and put great emphasis on learning and study skills.