III Congreso Internacional sobre Educación Bilingüe en el mundo globalizado: Del

conocimineto a la práctica

Erasmus+ and Etwinning as vehicles for innovation in CLIL

Education
Enrique Ruiz Cano

Head of the English and CLIL department & Erasmus projects co-ordinator
 CLIL
•CLIL is a tool for the teaching and learning of Content AND Language. The
essence of CLIL is integration.

•Pupils are likely to learn more if they are not simply learning language for
language’s sake but using language to learn new content.

•The CLIL approach also develops learning and thinking skills

 Two potentialapproaches

1. Content-led approach: HARD CLIL

2. Language –led approach: (language

syllabus incorporating more conceptual
content) – SOFT CLIL
 What do we do at school?
We teach Science and Art and Crafts through the English language
using a “hard” CLIL approach

We try to integrate areas

BUT we also use CLIL when teaching English as a Foreign Langauge

We teach 4-5 hours of English a week!

 Prime importance of integrating CLIL areas

• Pupils learn in a holistic way.

• It helps teachers develop the 4 Cs more
effciently.
 SCIENCE
Contents and cognition

Arts Literacy
Communication Ecosystems Communication
and cognition and food
chains

Sociocultural aspects
Culture and
communication
 Teaching Science

https://www.youtube.com/watch?v=tg
YnkggCqPA
(Food chains)
 UTMOST IMPORTANCE OF

“Tell me and I forget it, show me and I may

remember, involve me and I will learn”

Benjamin Franklin
https://play.kahoot.it/#/k/8aee05dd-dc55-4393-
a600-73fbbb3968c2
 Working in an European
schools network
POTENTIAL BENEFITS:
•More effective colegiality in your school.
•Greater development of pupils´sociocultural competence.
• Improvement of children´s linguisitic competence.
•Develop of “culture” in CLIL.
•Great for BICs
•Chance to prepare materials cooperatively, enhance our CLIL practice
and become icreasingly open-minded.
•New ways of dealing with Inclusion.
 Erasmus+ can help us overcome some of the
challenges in CLIL Education

Challenges for the learners: Dale, L., Tanner, R. (2002). “CLIL activities”

• Affective challenges: they could feel disempowered, overwhelmed, anxious, etc.

•Linguisitc challenges: language different from their mother tongue

• Cultural challenges: differences in the cultural background and the cultures where the

second language is used.

 Theoretical framework
The different functions of classroom language

LOE
Children perceive reality in a holistic way
CLIL
BICS CALP
 Erasmus+ can help us overcome some of the
challenges in CLIL Education

What´s “culture” in CLIL? It is the awareness of “oneself and others”

Coyle, D., hood, P., Marsh, D. (2010). Content and Language Integrated Learning
 Erasmus+ can help us overcome some of the
challenges in CLIL Education
CULTURE is also present in the key competences set by the European Comission (2002):

• communication in the mother tongue & communication in foreign languages

• ICT
• numeracy and competences in maths, science and technology
• entrepreneurship
• interpersonal and civic competences
• learning to learn
• general culture
 Erasmus+ can help us overcome some of the
challenges in CLIL Education
What does CLIL include? CLIL comprises 7 Cs: (Dr. Hicks, D.)
1. Collaboration

2. Communication

3. Colegiality

4. Choice

5. Criticality

6. Cognition

7. Creativity
 Erasmus+ can help us overcome some of the
challenges in CLIL Education

EXAMPLES OF HOW WE DEVELOP CULTURE IN NON-LINGUISTIC AREAS:

• In a Maths lesson, you can get learners investigating different shapes and colours in
their immediate surroundings to share with partner groups in another country and provide them
insights into shapes and colours In a different country.

• In a CLIL Science lesson, you could get students to reseach how people from other cultures
eat and drink.They draw up a comparison between their culture and the target culture.
 Etwinning project to develop culture

ETWINNING School year 2015-16 “HEALTHY HABITS FOR SCHOOL PUPILS”

Video project: https://www.youtube.com/watch?v=p_XTZVTQHh0

Video Greek pupils: https://www.youtube.com/watch?v=-OxmPKnfnak
TWINSPACE: https://twinspace.etwinning.net/11246/home

ETWINNING School year 2016/17 ANGLOMANIA with the Netherlands

Video: https://www.youtube.com/watch?v=QswzOW4AmbA
CLIL when teaching English
through projects with other shools
 Types of Erasmus+ projects in school
Education

KA 1 (Key Action 1) o Clave Acción 1

• For staff´s mobility and training

• Teaching assignment abroad
KA 2 (Key Action 2) o Clave Acción 2
Erasmus +
Strategic Associations

Tres tipos:
- Associations school to school (KA219)
- Associations in school Education (KA201)
- Associations between Educational Auhorities
 School years: 2014-2015 & 2015-2016

CLIL as a tool for change in the Primary classroom

Riga Classical
Redhills Primary
Gymnasium - LATVIA
school- UK

SPAIN
 Aim:
- Use a soft CLIL approach when
teaching the FL to develop common
projects with other European CLIL
schools through erasmus which will
contribute to an integrated curriculum
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY

School year 2014-15

Summer term: Local heritage and cities
from the three countries

School year 2015-16

Autumn term: Tudor times
Spring term: Famous people
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2014-15
Summer term: Local heritage and cities
from the three countries

https://www.youtube.com/watch?v=bfAXrSO8OKQ&feature=youtu.be
(Example of a part of a final task)
 EXAMPLES OF CHILDREN´S TASKS

Throughout our Erasmus+ project, we have carried out some common projects
with the other schools:

1st project: LOCAL HERITAGE IN LORCA, EXETER AND RIGA

Cities: http://bit.ly/2dUs2s9 (example of final children´s final tasks)

2nd project: TUDOR TIMES

Unit food http://bit.ly/2dmwArn (example of children´s final task)
Tudor times characters http://bit.ly/2dzYLGn (example of children´s final task)

3rd project: CELEBRITIES

Celebrities http://bit.ly/2d2oEKS (example of children´s final task)
COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
School year 2015-16
Autumn term: Tudor times

https://www.youtube.com/watch?v=AAXj_vlS_hE&f
eature=em-upload_owner (video Henry VIII –
Lucía)
https://www.youtube.com/watch?v=X0pLs7bpBxU&
feature=em-upload_owner (video Shakespeare –
Antonio)
 USING KAHOOT.IT

Pupils can prepare surveys fot the children from

the other countries or quizzes:

https://play.kahoot.it/#/k/8aee05dd-dc55-4393-
a600-73fbbb3968c2

https://play.kahoot.it/#/k/110b9b32-dd04-4106-b7fb-
4decc774e491
 Examples of children´s tasks

Using “Scratch”- PROJECT TUDOR TIMES

•https://scratch.mit.edu/projects/115770746/
•https://scratch.mit.edu/projects/115770029/
 UNIT 7

ASPECTS WHICH ARE WORTH MENTIONING

Wide range of activities

Multimodal input

Different ways of dealing with heterogeneous groups

Prime examples of TBT (task before text)

Progression from more controlled activities to freer activities

HOTS from the very outset of the unit

Global development of Key competences.

Pupils become more resilient both linguistically and coginitively wise.

COMPETENCE-BASED PROJECTS
ENGLISH LITERACY
Spring term: Famous people

https://www.youtube.com/watch?v=QWlwLEzedKU
(Example of a part of a final task)
 School years: 2014-2015 y 2015-2016

CLIL as a tool for change in the Primary classroom

REINO UNIDO LETONIA

ESPAÑA
 This project includes …
- Transnational visits where teachers are the
only participants and whose main objective is
to coordinate the project.

- Stays with pupils

Transnational visit to the UK
Transnational visit to Riga
Transnational visit to Riga
Visit with pupils to the UK
Transnational visit to Spain
 Examples of my students´Vokis
• http://bit.ly/2eEejKy
• http://bit.ly/2dTlgpL
• http://bit.ly/2deNL1Y
 DIFFERENTIATION

- Not every child is the same.

- Take small homogeneous groups outside

the class.
 Let´s think of the pros and cons of the following
strategies when using CLIL
1. Pair weaker with stronger students

2. Pair students with a partner of similar ability

3. Use mixed ability groups

4. Use groups of similar ability

5. Provide alternative tasks for weaker students and extension activities for stronger

6. Monitor the weaker students yourself and give extra help

7. Use a strong student as an expert helper

 DEALING WITH MIXED-ABILITY
GROUPS
- Graded tasks

- Open-ended tasks

- “Happy medium” between mixed-ability and homogeneous

groups.

- Scaffolding.
- Teaching Science in Spanish and then in English or
swtiching back and forth between both languages with
those students whose linguistic level is not up-to-scratch.
 European schools network for
dissemination purposes
http://clilenglishags.com/disseminating-our-project-throughout-europe/
 Working in an European
schools network
RESULTS IN MY SCHOOL:
• 42.22% of pupils reched a B1 level of English in Year 6 (school year 2015-16)
• 26.67% of pupils reached an A2+ level of English in Year 6 (school year 2015-16)
• 13.33% of pupils reached an A2 level of English in Year 6 (school year 2015-16)
• 17.78% of pupils reached an A1 level of English or less in Year 6 (school year 2015-16)
 BENEFITS
- Motivation

- Faster development of communicative competence

- Memorable learning experience

- Shift from using the language for its own sake to actually using it to learn content.

- More interaction.

- Develop of key competences.

- Improvement of pupils´ competence in L1.

- Cater for a wider scope of learning styles.

- Pupils become socioculturally competent.

- Impulse for schools (Erasmus + or Cambridge tests).

 Riga

https://www.youtube.com/watch?v=OQBY8ceRjEc
 Experience
https://vimeo.com/173879831
Experience

https://vimeo.com/173879831
 Link the school work with
families and other stakeholders
- Website or blog
http://www.clilenglishags.com/
- Facebook group
- Twitter group
- Etwinning through twinspace
- https://twinspace.etwinning.net/1
1246/home
- Educational Authorities website
- Social media
 School years 2016-17 & 2017-18

SPAIN

UK
LATVIA

ITALY
OUR NEW PROJECT 
Thank you for coming! 

Enrique Ruiz Cano

enrique.ruiz.cano@hotmail.com