Learning Activities
Design Principle
Outline the tasks at both school and teacher level that are essential to ensuring that pupils are challenged and supported both in terms of language and subject-matter in CLIL and non-CLIL classrooms
Example
Students take part in state-of-the art learning activities that are engaging, varied, interactive and supported by adequate (language) scaffolding. They participate in activities that stimulate language production, as well as content knowledge and skills. Learning activities are also
Checklist
Teachers…
- Create ample interactive learning activities that are both language and content-focused
- Implement learning activities in which students are challenged to produce both written and spoken language,
- Utilize didactics from language-sensitive content teaching and functional multilingual learning by, for example incorporating translanguaging strategies
- Provide on-going feedback, feed-up and feed-forward during and after learning activities
Tools for Evaluation
- Nuffic Standard for Bilingual Education
- TVO-Kijkwijzer (English version)
- Zelfscan: Hoe rijk is je taal in de les?
- Checklist_Kritische succesfactoren FML_3.pdf
- The knowledge base of CLIL teaching in multilingual primary education settings: Good Practice Box
- De taalcompetente leraar.pdf
- European Framework for CLIL Teacher Education
- CLIL Matrix “Achieving good practice in Content and Language Integrated Learning/ bilingual education“
- Guiding Principles for Dual Language Education, p. 142 Section: Instruction Kijkwijzer Dr. Albert Schweitzerschool (groep 5-8)