Language, Cognition and Scaffolding

1.2. CLIL language

While planning the CLIL lesson, one should deal with a language or communication and understand what each" CLIL language" means. 

Firstly of language is needed for learners

• to access basic concepts and skills relating to the subject theme or topic;
• to acquire language specific to the subject;
• to define the content-obligatory language, such as keywords, phrases and grammatical demands of the unit (e.g. the language of discussing, hypothesising, analysing).

reflection points:

What type of language does this subject or theme use?

What kind of talk do learners need to engage in, and how do we build in progression over time?

What is the most effective way of teaching the language of learning?

Which of the identified language and skills shall we target for development in this particular unit?

Secondly for language learners need

• to be supported in developing skills such as those required for pair work, cooperative group work, asking questions, debating, chatting, enquiring, thinking, memorising, et
• to operate in a foreign language environment

reflection points:

What kind of language do learners need to operate effectively in this CLIL unit?

What are the possible language demands of typical tasks and classroom activities? (e.g. how to work in groups, organise research)

Which language skills will need to be developed? (e.g. discussion skills) How are we developing metacognitive strategies? (learning how to learn – e.g. reading strategies, comprehension strategies)

How can learning be scaffolded (supported) by the teaching and learning of a specific language? (e.g. language used to seek additional information, assistance, explanation and access to other sources).

How do students practise their new language and recycle familiar language?

Have we prioritised the language for learning in this unit concerning the content? (i.e. what students need to know at which stage of the content – e.g. focus on developing reasoning, making a case).

Is the language which is used to assess the learning accessible to the learners?

Finally through language emerges from the active involvement of learners thinking and asking. New meanings would require a new language. It needs to be captured while during the learning process, then recycled and developed later. It can not be predicted in advance.

reflection points:

What necessary language functions and notions do the students know already?

How can these be practised and extended?

What strategies can our learners use to access new language for themselves?

When a new language emerges, how shall we capture and select language for further development?

How can we define language progression in this unit?