TEFL and CLIL in Practice for Language Teachers

Table of Contents

Topics

Description

The course has been created for language teachers who want to develop their current knowledge of language teaching practices while trying out and creating effective and interesting activities for second language learners of all levels.

Course participants will learn about incorporating advanced teaching methods into their lessons as well as become an expert in the teaching of content (academic subject matter) and language (also known as CLIL) in this well organized and very enjoyable two-week course. 

The first week focuses on advanced strategies and methodologies for teaching a second language. Topics include warm-up activities, student-centered learning, practicing and observing communicative activities such as role-play, information gap, and problem-solving; Task-Based Learning (TBL) and the TBL framework, teaching pronunciation creatively, the basics of Content-Based Instruction (CBI) for both adult and young learners, contextualized grammar teaching, personal classroom management solutions to the challenges of every course participant, ways for providing constructive feedback, assessment, peer observation, and professional development tips. 

The second week focuses solely on the integration of language and content in teaching and will be useful to both language and academic subject teachers who are active in the combination of teaching content and language (CLIL) in their classrooms.

The Italian city of Florence will be used as content and a daily excursion related to course content will be part of each day’s lesson. Topics covered: planning, preparing, and implementing content activities for non-native speakers of a language. 

This second week takes a deeper and integrated skills approach to understand CLIL (or content-based) methodology and introduces course participants to how the teaching language and course content (academic or otherwise) can relate to their own classroom practice.

This course includes activity planning, CLIL resources, and aids in the preparation of relevant and creative materials. This second week will also include excursions to important places that relate to course content every day of the week.

Learning outcomes

By the end of this two-week course, participants will learn the key principles of developing captivating materials and gain important knowledge in combining attractive content with effective second language teaching. Participants will become more aware of how to create appropriate and motivating activities to non-native speakers of any language. Finally, Participants will leave Florence having learned more about the history, people, and places that have made Florence a one-of-a-kind city with a very unique past and present. 

Short teaching presentations will be required during this two-week course for sharing best practices and professional development purposes.

Tentative schedule

Day 1 – Course introduction

  • Welcome;
  • Course Introductions;
  • Presentations;
  • Warm-up Activities;
  • Needs Analysis;
  • Teacher (and Student) Responsibilities;
  • Learner Preferences, Pair and Group Work;
  • Student versus Teacher centered classrooms;
  • Journal Reflection.

Day 2 – Communicative Language Teaching (CLT)

  • Is your classroom communicative and interactive enough?
  • Motivating and Communicative activities – let’s practice some;
  • Communicative Competence – what’s more important fluency or accuracy?
  • Teaching through contexts (situations, scenarios, and events);
  • Guided tour of Florence in the afternoon.

Day 3 – Authentic materials

  • How to incorporate listening and reading texts from the real world of native speakers;
  • Task Based Learning – what can your learners design, create and produce?
  • TBL Framework;
  • Presentations and Feedback, Games and Teaching Pronunciation through innovative language rhythms.

Day 4 – CBI vs CLIL

  • Focus on Content Based Instruction (CBI) versus Content Integrated Learning (CLIL);
  • How to create a CBI or CLIL lesson or unit integrating all four skills;
  • What is the best way to manage a classroom?
  • How to deal with various classroom scenarios? Instructions, Monitoring, Developing Rapport;
  • How should we really correct our students errors in output (writing and speaking)?

Day 5 – Presentations

  • Final Presentations – Providing learners with feedback – Receiving feedback;
  • Pursuing Professional Development;
  • Peer Observation, Certificates of Attendance, Course wrap-up.

Day 6 – Round up & cultural activities

  • Round up of acquired competences, feedback, and discussion;
  • Excursion and other external cultural activities.

Day 7 – Rest day

  • Day off.

Day 8 – Getting to know CLIL

  • Understanding CLIL (or content based) methodology: how the teaching language and course content (academic or otherwise) can relate to their own classroom practice.

Day 9 – Planning activities

  • Planning content activities for non-native speakers of a language.

Day 10 – Preparing activities

  • Preparing content activites for non-native speakers of a language.

Day 11 – Implementing activities

  • Implementing content activities activities for non-native speakers of a language. 

Day 12 – CLIL resources & course closure

  • The preparation of relevant and creative materials;
  • Course evaluation: round up of acquired competences, feedback, and discussion;
  • Awarding of the course Certificate of Attendance.

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