TKT: CLIL flashcards
TKT: CLIL · Build recall with a focused review session.
32 cards. Read the term and the definition here. The deck at the top of this page is optional.
- CLIL
- Content and Language Integrated Learning: an approach in which subject content is taught through an additional language, with planned objectives for both content learning and language learning.
- The 4Cs framework
- Coyle's planning framework for CLIL: Content (subject matter), Communication (language), Cognition (thinking skills) and Culture (intercultural understanding). Effective lessons address all four.
- Language of learning
- The vocabulary, collocations and structures learners need in order to access and work with the subject content, for example 'photosynthesis' or 'cause and effect'.
- Language for learning
- The functional classroom language learners need to take part in lessons, such as asking for clarification, negotiating in groups, and expressing or supporting an opinion.
- Language through learning
- New language that emerges from content activities and is taken up, recycled and reused by learners; it cannot be fully predicted when the lesson is planned.
- BICS and CALP
- Cummins' distinction between basic interpersonal communicative skills, which develop in about two years, and cognitive academic language proficiency, which takes five to seven years or more.
- Dual objectives
- A planning principle in CLIL: each lesson states both a content objective and a language objective, so subject learning and language development are taught and assessed together.
- Pre-task stage
- The opening phase of a CLIL lesson in which key vocabulary, prior knowledge and text-type features are activated before learners tackle the main content task.
- Backward design
- Planning that begins with the desired learning outcomes and the evidence that will show they are met, then selects activities and support that build towards them.
- KWL chart
- A graphic organiser with columns for what learners Know, Want to know and have Learned; it activates prior knowledge at the start and reviews content at the end.
- Language demands analysis
- Identifying in advance the vocabulary, structures and functions a task requires, so that appropriate support can be planned before learners meet the text.
- Interaction pattern
- The way talk is organised in a lesson, for example teacher-fronted, pair, group or individual; varying patterns increases the amount of learner language produced.
- Word wall
- A classroom display of subject vocabulary with visuals, added to as topics progress, which learners use as an independent reference during reading and writing tasks.
- Information gap task
- A pair activity in which each learner holds different information and must use the target language to exchange it in order to complete the task.
- Group roles
- Assigned functions in group work such as chair, recorder, reporter and timekeeper, which structure participation and increase learners' use of the target language.
- Concept check question
- A question that requires learners to apply or explain a concept rather than answer yes or no, used to confirm understanding of instructions or content.
- Scaffolding
- Temporary support such as models, sentence frames, visuals and prompts that enables learners to complete a task and is gradually removed as competence develops.
- Graphic organiser
- A visual tool such as a flow chart, Venn diagram or concept map that shows relationships between ideas and reduces the linguistic load of a demanding task.
- DARTs
- Directed Activities Related to Texts: tasks such as sequencing, labelling, matching and predicting that make subject texts accessible by requiring learners to process meaning.
- Jigsaw activity
- A cooperative structure in which each member of a group studies one part of the content and then teaches it to the other members of the group.
- Wait time
- The pause of several seconds after asking a question before nominating a respondent, which increases the length and quality of answers in an additional language.
- Text adaptation
- Rewriting authentic subject texts by shortening sentences, unpacking complex noun phrases and adding headings and visuals while keeping the content and cognitive demand intact.
- Sentence frame
- A partially completed sentence with fixed language patterns, such as 'The cause of ... is ...', that supports learners in producing subject-specific language.
- Substitution table
- A grid with alternative words or phrases in columns which learners combine to build grammatically accurate sentences describing the content they are studying.
- Glossed text
- A subject text in which key terms are explained in the margin or in a footnote, so learners can read the content without leaving the text.
- Authentic material
- A text or resource produced for real subject purposes rather than for language teaching; it usually needs adapting to match learners' language level.
- Formative assessment
- Ongoing assessment during learning that identifies what learners can currently do and informs the next teaching steps; it is not normally used for grading.
- Summative assessment
- Assessment at the end of a unit or course that measures achievement against the learning outcomes and typically contributes to a grade or certificate.
- Success criteria
- Statements describing what a good piece of work looks like, shared with learners in advance so they can self-assess and give feedback to peers.
- Assessment of content
- Judging subject learning through formats that reduce language load, such as diagrams, tables, labelling and matching, so that language does not mask understanding.
- Can-do statement
- A descriptor of language ability, such as a CEFR descriptor, phrased as something the learner can do and used to track progress over time.
- Portfolio assessment
- A collection of a learner's work gathered over time, showing progress in both content and language and often used alongside learner self-assessment.