Here I am again... and with plenty of time, since doctors told me I have to stay perfectly still not to worsen my ankle's problem. What an exciting summer vacation :(
Back to CLIL. Here are the points Dr Diana Hicks considered to be the basis of successful bilingual teaching (as usual, I'm adding my reflections as well):
1) boundaries: teachers and pupils have to know what they're expected to do - who does what
2) balance of languages: what can we do in MT and what in FL? decide before, please.
3) all skills should be integrated in tasks: as we already said, CLIL lessons are about thinking how, not knowing what
4) content knowledge targets should be clear: that was great! we are not supposed to lower our standars - or our lessons' contents - just because using two languages. A CLIL lesson is not an easier, summed-up subject lesson. We just have to be careful in how to choose the content, and how to have the students work on it.
5) prior understanding of grammar needs: another great point. Language structures are like tools in a box - Dr Diana Hicks said. You never need all of them at the same time. So, once chosen the subject, be sure to know which linguistic tools your students will need to work on it (past simple? passive form? etc.). The Language teacher will have to provide the students with this tools. The Subject teacher will have to deal with the content.
6) three times as many visuals than in momolingual classes: images play an important role in any lesson. Much more in a CLIL lesson, where we can't leave everything to words.
7) different learners' styles should be catered for (already examined this point)
8) prior awareness of lexical needs: don't be dictionary-dependent, and don't obsess your pupils into being. You've to plan your activities so that your pupils gradually acquire what they need.
9) intention of tasks should be clear to students: this is not anything special of a CLIL lesson. Students always need to know why they're doing something. Anyway, I do agree CLIL lessons, if not properly structured and explained, could be quite mixing up for pupils, more than a traditional monolingual lesson.
(note: there could have been a number 10, but I'm afraid I didn't have time to copy it down...)
Now, what do you think of these points?
Mariella, looks like there's plenty of collaboration needed, and plenty of time. No idea of when and how the Language teacher and the Subject teacher(s) will find the time to meet, share ideas, and actually be on the same page so as to structure a successful project. But obviously they'll have to.