The CLIL Course – Putting CLIL into Practice – is a comprehensive combination of CLIL theory and practice with the aim of equipping teachers with the ideas and skills they need to help their students work through curriculum material in English, and support students when they are asked to speak and write about these subjects in the foreign language. The course trainer is Keith Kelly https://www.factworld.info/en/Keith-Kelly who is a co-author of the Oxford University Press teacher’s handbook Putting CLIL into Practice (2015). The course is set in the beautiful city of Plovdiv, one of the oldest continuously inhabited cities in the world and the European Capital of Culture for 2019.
Here is a short video introduction of the course by Keith Kelly:
COURSE DATES 9 – 13 July, 2018
Participants will be greeted with a traditional Bulgarian welcome, and introduced to the intensive programme in CLIL. Day 1 includes familiarisation with ‘3D CLIL’, the theory at the heart of the OUP book Putting CLIL into Practice. The first afternoon session will explore ‘layers’ of language in content lessons and colleagues will explore and share resources and networks. The day will close with the first of several short presentations from the participants about their home CLIL contexts.
The second day examines strategies for guiding students through content input and support them in producing content output, two key pillars of CLIL methdology. Here, we look more closely at text types and how they can best be exploited in the CLIL classroom. An important part of this approach is teachers ‘identifying content structures’ in text and exploiting them in task design to enable students to deal with text input. The day will end with participants exploring their own subject areas of interest in terms of text input, content structure and task design.
Day 3 develops the theme of guiding input with a focus on working with multi-media input in the classroom. Here, we leave texts and consider all other types of input (video, animation, PPT, realia, teacher talk and others). Content structures are further explored as a means to developing materials and tasks making use of multi-media. Now, with language, and input guidance widely covered participants look at lesson planning specifically focusing on dealing with input materials in their subjects. Colleagues take these ideas into materials development to close the day.
((Wednesday evening International Dinner))
All participants are kindly invited to bring along a food and drink item which they consider to represent their home culture. Participants share these culture, culinary delights with each other in a location chosen especially for this occasion.
Here, we move on to considering ideas and techniques for supporting student output – in written or spoken form. We look more closely at setting up and supporting written output in CLIL and then participants take these ideas and consider implications for sequencing tasks in a lesson from input to output. Colleagues work on their materials, now with a view to giving a short ‘show and tell’ of what they have developed during the week on day 5.
The final day has participants working on support for spoken output in CLIL. Part of the work of a CLIL teacher is being familiar of ‘all’ of the language in their subject, as we hear on day 1. Here colleagues are invited to consider auditing their subject for language with a view to providing crucial information for planning and delivering their lessons. All participants will receive a ‘language audit’ as a basis (a small booklet of the key language functions from the secondary curriculum) for their work. Colleagues will share their developed materials with the group.
Their will be a well-earned certification ceremony and warm farewells to end the formal part of the week together.