Readings

Mehisto,P., Marsh, D. & Frigols, M.J. (2008)

Uncovering CLIL. London, Macmillan Books
for Teachers, Chapter 4: Putting CLIL in
Motion.

Chapter 4
P.101: Successful CLIL involves establishing clear learning
outcomes for each of the following: .
Content
Language
General learning skills

What is an outcome?
What a student knows and can do with the learned knowledge &
skills

Chapter 4
Pp. 102-3: What learning outcomes can provide

A focus for instruction

Guidelines for learning (knowledge, skills, attitudes)
Targets for assessment
A vehicle for involving students in setting personal targets
A facilitator of the communication of non-negotiable expectations
A way to convey instructional intent to others
A framework for final evaluation of learning
A framework for assessment of teaching
(adapted from Gronlund, 2004)

Chapter 4: Challenges in
setting learning outcomes for
CLIL, pp. 102-3
Linking outcomes related to content, language, and
learning skills is challenging.
Taking into account that language is not the primary subject
being taught. (ie. content can be learned with minimal
language)
Not compromising the quality of content due to a lack of
language knowledge.
Language outcomes are difficult to arbitrarily sequence, as
these outcomes are driven by content, as well as student
interests and needs.

Chapter 4: Challenges in
setting learning outcomes for
CLIL, p. 103
There is a need for co-ordination of outcomes and learning
activities development among teachers.
Making links with native and non-native speakers of the CLIL
language.
Making links with the community so that content can be
applied in community-based activities.
Maintaining a balance between creating a psychologically
safe learning environment and encouraging language growth.
Maintaining a focus on learning skills.

Chapter 4: Supporting
language learning in CLIL
classes, p. 104
Content-obligatory language which includes
technical vocabulary, special expressions, multiple
meanings of words, syntactical features, language
functions which are driven by the particular
content (Cloud, Genesee & Hamayan, 2000).
Content-compatible language that which is
helpful; the language the students can use which
they may have learned in language classes.

Chapter 4: 15 essential elements

to support language learning in a
content class, pp.105-9
1. Create a psychologically and physically safe
environment.
2. Consistently use one language (teacher especially)
3. In the beginning, it is acceptable for students to use
first language.
4. Speak slowly and articulate clearly.
5. Use an appropriate level of language.
6.Use facial expressions, gestures, and pictures to
reinforce meaning.

Chapter 4: 15 essential
elements to support language
learning in a content class,
7. Repetition is required.pp.105-9

8. Make it meaningful.
9. Provide a variety of language models.
10. create a wealth of opportunities to use the language.
11. Communication is of primary importance.
12. Create a wide variety of opportunities to develop all
foru language skills.
13. Work systematically to build equal status for
languages used in the school.

Chapter 4: 15 essential elements to

support language learning in a
content class, pp.105-9
14. Set high, but realistic expectations.
15. Find ways of recognizing student effort and
success.
P.109: See example of verb charts of verbs most likely
used in history, geography, science etc
P. 110: Use word corners, graphic organizers to support
students language needs.
P. 111: see the teaching vocabulary and grammar box
at the bottom of the page.

Chapter 4:How the language

teacher can provide support, p.112
Provide additional opportunities for language learning.
Provide an enriched language programme.
Work with the content teacher to agree on weekly
language outcomes.
Support the content teacher by teaching some of the
content vocabulary and grammar, eg: incorporate a text
using what students need into the language programme.
P. 115: use of electronic support materials the
animation example is worth reading.

Chapter 4: Cross-curricular
themes and projects, p.116
These are a better reflection of every day life, which is
NOT compartamentalized like school is.
Examples: Treasure Hunt (p. 116)
Produce a 4 page booklet on the topic of moral authority
(p. 117)
Wetlands project (p. 119)
Integration of new technologies (p. 120)
P. 121- chart of benefits and challenges of crosscurricular work.

Chapter 4:Reflecting on
learning, pp. 121
5 key reasons for organising assessment:- To
Determine existing student knowledge to plan teaching better
Determine student achievement levels for measuring progress
towards content, language and learning skills goals
Understand students interests, attitudes & learning styles
Involve students in taking greater responsibility for their learning
Obtain information needed to make decisions about how to
deliver on improving learning
Planning for learning by doing includes planning for assessment.

Chapter 4:Reflecting
on learning, pp. 122
in writing learning outcomes, it is important to decide how these will be
assessed (could also include student input).
Outcomes for each lesson should be written at the start and then
checked at the end of a lesson.
Characteristics of assessment in CLIL: Achievement of content & language goals
Achievement of learning skills goals
Use of language for various purposes (academic, social)
Ability to work with authentic materials
Feeling safe to experiment with language & content
Ongoing growth, especially in language development.

Chapter 4: Ways of doing

assessment, p. 123

Must be based on planned curriculum outcomes

Based on pre-established criteria, shared with students in writing
By collecting anecdotal information about each student
Through student portfolios
Through files of student work
By using evaluation grids (see p. 130)
By means of checklists
By peer assessment
Self-evaluation
Student conferences with teacher about a specific assignment

Chapter 4: Portfolio
assessment, p. 123
Portfolio assessment: A portfolio is a presentation of a
students most valued work. It is evidence, collected over a
considerable period of time, of a students knowledge, skills, and
of progress made in achieving learning outcomes. It is a tool for
learning.

A Portfolio has 3 components: Selection criteria for student work

Aimed at helping students

For discussion at/or/during meetings with students and/or parents

Chapter 4: Portfolio
assessment, p. 124
CLIL and portfolio assessment:
lends itself to different learning styles & strategies;
encourages students to take responsibility and
ownership of their work, to reflect on this and to
discuss the learning process and their results.
It can also involve parents and peers.
Challenges students to move forward.
NB: Council of Europe Languages Portfolio is a useful
tool.

Chapter 4: portfolio
assessment, p. 125

Portfolio Contents:Range of student work

Scanned versions or photocopies of art work or notebook
Best work or favorite pieces from all subjects
Electronic files
DVDs
Cds
Notes/messages from parent-teacher meetings, emails
Future plans

Chapter 4: Portfolio
assessment, pp. 125-6

Portfolio Organization:Dates of entry of pieces

Student letter summarising achievements
Table of contents
Review of previous work plan and progress on this
Key samples of previous years work
Best pieces of work from current year accompanied by a reflection on
each piece
Parent response sheet
Peer response sheet
Future plans

Chapter 4: Teachers role in

portfolio assessment, p. 126

I. Preparation:Set goals
Co-operate with other teachers
Develop student self-assessment criteria
Determine where portfolios will be kept
Develop a matrix for end of year evaluation of the portfolio
Develop parent and peer reflection sheets.

Teachers role in portfolio

assessment, p. 126

II. Teaching students:What portfolios are

How to assess work
How to use evaluation criteria
How to establish own goals/outcomes
How to organise portfolio
How to lead a student-parent conference
Criteria for assessing knowledge and skills development
Criteria for assessing language growth

Teachers role in portfolio

assessment, p. 126

III. Supporting implementation:Have students illustrate their portfolio/s

Regularly refer to portfolio (eg: what would you include this week?)
Support the development of the portfolio (eg: use of class time for planning,
assessing progress, reflecting, setting goals)

Managing attitudes to portfolio assessment:Take time to discuss the approach with students and parents
Try to always apply all portfolio assessment best practices
Dont over-emphasize portfolio assessment in terms of the percentage of a
students final mark.

Guided Reflection
P. 128-9: set of prompts to assist students to reflect on
their portfolio work; these can be provided in the CLIL
language and in English.
P. 129: Suggested criteria for end of year portfolio
assessment: Completeness, correctness, neatness, organizational logic
Demonstration of achievement of curriculum outcomes
Demonstration of progress in quality of work
Link between reflections and curriculum outcomes

Criteria for end of year

portfolio assessment, p.129

Inclusion of knowledge, skills and attitudes in reflections

Quality of thought(awareness of meta-cognition; critical thinking)
Demonstration of progress in the quality of reflections
Creativity
Completeness and clarity of presentation during student-led
conference
Extent to which plans are realistic
P. 130: portfolio assessment grid
Pp.131-2: Portfolio rubric