Enjoy the support of an expert British Council tutor on this online moderated training course and discover how to teach your subject more effectively in a second language
Teachers and teaching assistants who work in both mainstream primary or secondary schools, teaching their subject in a second language.
In this 5-week online course, you will be guided by our expert tutors through a series of awareness-raising activities, group discussions, live webinars and practical tasks which will help you develop your understanding of and ability to teach your subject in a second language.
Each week, you will develop your skills in a different area:
Week 1: Getting started (Introductions, collaborative tools, reflective practice)
This is a chance to familiarise yourself with the online platform, meet your tutor and other participants during a live webinar and find out what you will be expected to do in terms of contributing to forum discussions and assignments.
Week 2: Understanding CLIL - CLIL in practice
This module explores CLIL and its contexts, and helps you evaluate your strengths as a CLIL teacher. It also gives you a chance to consider useful techniques for supporting learners in English medium classes. You will compare CLIL contexts, including those in other countries, with your own and describe the difference between soft and hard CLIL. You will also evaluate your strengths in CLIL, identify examples of good practice in a given lesson, analyse features of CLIL, such as higher-order thinking skills and identify features which relate to your context. Finally, you will draw up a list of techniques that help learners follow English-medium classes, recognise the importance of observing and being observed and select an activity that highlights some of the features of CLIL and justify your choice.
Week 3: Engaging with CLIL – language demands and thinking skills
In this module you will think about what demands different language input has for your learners. You will also consider how to encourage higher-order thinking skills so your learners don't simply understand and memorise, but analyse, evaluate and create. You will think about what kinds of language demands texts can make on your learners, identify differences between BICS and CALP, identify thinking skills and ask questions that promote higher-order thinking skills. You will also learn how to incorporate development of thinking skills into lessons and reflect on how highlighting local language aspects can help your learners.
Week 4: Engaging with CLIL – supporting learners
This module will help you support learners through areas such as scaffolding, teacher talk, use of L1, learning aids and ICT. You will look at a number of different techniques to help learners in this way, and consider how teacher talk can be most helpful in your own classroom. You'll be able to use graphic organisers and other teaching aids to support learners. Finally, you'll learn more about using and sharing ICT resources for learners and teachers.
Week 5: Engaging with CLIL – assessment for CLIL
Assessment is the basis of syllabus and lesson planning. Although it may take place at the end of what can sometimes be a long process, it determines everything you do in the classroom. This module looks at the differences between CLIL and general assessment, considering areas such as formative and summative assessment, and whether to focus more on subject content or language. You will look at the purpose of assessment, identify the features of and describe the differences between assessment of learning (summative assessment) and assessment for learning (formative assessment) and prepare assessment criteria. You will be able to identify and analyse different techniques characteristic of formative and summative assessment types, resolve the question of whether to assess content or language and give guidelines on assessment in CLIL. Finally, you will identify the elements of a task which determine its language demands or risk, apply the '3 dimensions' model to assessment and identify key differences between CLIL and general assessment.