Viele CLIL-Elemente kommen auch in anderen didaktischen Konzepten zur Anwendung, CLIL-Unterrichtende scheinen aber ein besonderes Gespür dafür zu entwickeln, wie die mit CLIL verbundenen Lernziele erreicht werden können. Scaffolding ist eines jener Prinzipien, die vielen Aufgabenstellungen im CLIL-Unterricht zugrunde liegen.

 Oder anders gefragt: CLIL is widely seen as a method to integrate content and language in a teaching and learning process. Does CLIL use specific techniques to achieve the aims expected?

 Well, I wouldn´t say CLIL specific techniques but … techniques very commonly used in CLIL that could be applied in many other teaching and learning environments as well. We speak about scaffolding, for instance.

See Wikipedia´s definition for scaffolding here:

Scaffolding, also called scaffold or staging, is a temporary structure used to support a work crew and materials to aid in the construction, maintenance and repair of buildings, bridges and all other man made structures. Scaffolds are widely used on site to get access to heights and areas that would be otherwise hard to get to. https://en.wikipedia.org/wiki/Scaffolding (19/10/18)

Compared to that, in a teaching and learning environment we understand scaffolding as follows:

Instructional scaffolding is the support given during the learning process which is tailored to the needs of the student with the intention of helping the student achieve his/her learning goals This learning process is designed to promote a deeper level of learning. https://en.wikipedia.org/wiki/Instructional_scaffolding (19/10/18)

See what I mean? The sample task from CLIL Skills (Dale et al, CLIL Skills, p. 94) in the Wocheninfo_31x attached may help.

For more information, get in touch with your online CLILvoc coach, please.

Nein. Für die Leistungsfeststellung und -beurteilung sind nur die fachlichen Kenntnisse der Schülerin/des Schülers im jeweiligen Unterrichtsgegenstand, nicht jedoch ihr/sein sprachliches Ausdrucksvermögen in der Fremdsprache heranzuziehen. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 13 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 13)

Oder anders gefragt: As a subject teacher, do I need to assess students´ language?

 Well, this question seems to come up again and again. I´ve already provided some answers in previous posts. Here´s more.

Assessment is an integral part of learning, but it is you who decides on the criteria  for assessment of language. It is useful to focus on language areas you have covered in class. Set up a grid for assessment, so that students are aware of what you will be checking, which will be different from what language teachers assess in their classes. (The CLIL Guidebook, Clil4U, p. 16)

 Assessment grids? See a sample grid in the  Wocheninfo_CLIL_30x attached and wait to see more.

For more information, get in touch with your online CLILvoc coach, please.

Nein. Neben Freude an der Sprache sollten die wesentlichen fachspezifischen Inhalte
des jeweiligen Unterrichtsgegenstandes im Sinne der Zielsetzung von CLIL vermittelt
werden können. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 13 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 13)

Oder anders gefragt: Besides numerous training programmes mentioned here recently, how can I improve my basic English skills? Are there any online language courses available for CLIL teachers?

Well, as I said before, CLIL teachers are experts in their own fields, their language is meant to be authentic. It´s this authenticity of language we´re actually striving for in our CLIL classrooms.  Right? If you want to brush-up your English though, why not go for the online CLIL4U Pre-Course introduced here. It´s easily accessible, it´s for free, and it offers learning at your own pace. Just give it a try.

For more information, get in touch with your online CLILvoc coach, please.

Ja. Derzeit bietet die Hochschule für Agrar- und Umweltpädagogik bundesweite CLIL-Lehrgänge an. An den jeweiligen Standorten sind nach Maßgabe der Mittel auch schulinterne und schulübergreifende Fortbildungsveranstaltungen möglich. Darüber hinaus werden europaweit Erasmus+ geförderte Weiterbildungsmöglichkeiten angeboten. Auskünfte bietet die Nationalagentur Erasmus+ Bildung. (Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 14)

Oder anders gefragt? Working in colleges for agriculture and forestry, where can we get additional CLIL and language training?

Well, let me remind you of the major event for language teachers and all those interested in CLIL in Bad Hofgastein in October. The Sprachenforum International will host numerous national and international speakers offering talks and workshops raising awareness for the 21st century skills as well as exploring their importance for language learning and teaching from various angles. Two special workshops will deal with CLIL in colleges for agriculture and forestry, see more details here, please.

Hurry up, registration is still possible till 27 September. See how to register here.

For more information, get in touch with your online CLILvoc coach, please.

Nein. Zielführend ist es, die mindestens 36 (bzw. 72) Unterrichtsstunden auf einen bzw. mehrere Unterrichtsgegenstände unter Einbeziehung des späteren Berufsumfeldes der
Schüler/innen und der personellen Gegebenheiten aufzuteilen. Um Kontinuität und
Nachvollziehbarkeit gewährleisten zu können, sollten jedoch 9 (bzw. 18) Unterrichtseinheiten pro Gegenstand nicht unterschritten werden. (Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 14 bzw. CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 14)

Oder anders gefragt: How do we select certain subjects to fulfil the CLIL specific requirements set in our curricula?

This is food for thought indeed. Keith Kelly once was asked, “If only 1-2 teachers can teach CLIL, how many lessons could be managed per subject?” Keith said, “This is the million dollar question and there is no straight answer. In reality, if you are 2 teachers then you will have at least 36 (HTL) hours of CLIL per year, so one hour each per week, which sounds manageable. Is it enough? Well, that depends what you want to achieve. It may be enough to build a foundation of CLIL in your school, but it won’t teach a curriculum through English. Do as much as you feel able.” (Keith Kelly, CLIL Trainer, im CEBS-Sprachenforum 5, 17/10/17)

Does that help? In any case, let´s come back to that again later.

For more information, get in touch with your online CLILvoc coach, please.

Nein. Die Englischlehrer/innen unterstützen die CLIL-Lehrer/innen im Rahmen des
Englischlehrplans, insbesondere im beruflichen Themenbereich des Lehrstoffes (z. B.
Beschreibung von Prozessen, Diagrammen, Abläufen etc.). (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 15 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 15)

Oder anders gefragt: As English teachers and CLIL teachers are supposed to cooperate, are English teachers expected to do correction work for their CLIL classes? 

Definitely not. English classes and CLIL classes could complement one another, and some basic understanding of what´s going on in the other class will further promote our students´ language skills too. Team teaching from time to time, if possible, might be helpful and developing a couple of lesson plans together might be a good start. If you´re interested in working together in teams of language and subject teachers, why not register for the December seminar announced in the flyer attached? Registration is possible till mid-November.

For more information, get in touch with your online CLILvoc coach, please.

Ja. In der CLIL Booster Model Library stehen Bücher (gelb markiert), die für Einsteiger/innen und Fortgeschrittene gleichermaßen spannend sind und einen aktuellen Einblick in die Welt des Content and Language Integrated Learning bieten.

Oder anders gefragt: Are there any books around that every CLIL teacher should have read?

Sure. Go for the books marked in yellow in the list attached and you´ll be up-to-date. Theses are the books every CLIL library needs to hold. If not, talk to the person in charge, i.e. the CLIL coordinator at your college, for instance.

For more information, get in touch with your online CLILvoc coach, please.

BTW: This is the last issue before the summer break. You´ll read me again in September. Enjoy your holidays,  I´m sure you´ve well deserved them.

Nein. Für die Leistungsfeststellung und -beurteilung sind nur die fachlichen Kenntnisse der Schülerin/des Schülers im jeweiligen Unterrichtsgegenstand, nicht jedoch ihr/sein sprachliches Ausdrucksvermögen in der Fremdsprache heranzuziehen. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 13 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 13)

Oder anders gefragt: What about assessing a student when speaking?  He/she constantly uses the wrong 3rd form of „go“. Shall we correct him/her, or is this counterproductive when it comes to learning a language by using it?

“If fluency is the key, don’t interrupt free speaking, as the main aim is most likely to be to speak, not be accurate. Also, I think in most of these classrooms the focus is on the content and the language is a tool. My advice for any attempts at assessment, use assessment formatively and so to inform further teaching and learning. So, if your students repeatedly misuse ‚3rd person S‘, note it somewhere, and then add it to your ‚language space‘ visible in the room and later dedicate 5 minutes to discussing just this point to the whole class.

It can be counterproductive to stop a learning sequence to focus on accuracy when the aim of the sequence is doing something else, not focusing on being accurate.” (Keith Kelly, CLIL Trainer, im CEBS-Sprachenforum 5, 17/10/17)

For more information, get in touch with your online CLILvoc coach, please.

Nein. Neben Freude an der Sprache sollten die wesentlichen fachspezifischen Inhalte
des jeweiligen Unterrichtsgegenstandes im Sinne der Zielsetzung von CLIL vermittelt
werden können. (CLIL-Leitfaden für die Umsetzung an HTLs, Herbst 2016, S. 13 bzw. Handreichung zur Umsetzung von CLIL an Höheren land- und forstwirtschaftlichen Schulen, Nov. 2017, S. 13)

Oder anders gefragt: What are the language requirements for CLIL teachers, how do I know whether my English is good enough?

 Well, there are no official requirements set here. Italian and Belgian CLIL teachers, for instance, are expected to take language exams on C1 level first. (Tell me, if you want to know more about that.) Austria has always been reluctant to do so, for a good reason, I guess.  CLIL teachers are experts in their own fields, their language is meant to be authentic. It´s this authenticity of language in our CLIL classrooms we´re actually striving  for .

For more information, get in touch with your online CLILvoc coach, please.

CLIL führt zu

• erhöhter Motivation für die Fremdsprache
• zu schnellerem Lernfortschritt und besseren Leistungen in der Fremdsprache und im Fachgegenstand
• gezielter Vorbereitung auf das Berufsleben
• einer Internationalisierung der Fremdsprachenausbildung
• Einbettung der Fremdsprache in den Lehrplan der Fachgegenstände
• vielseitigeren Lehrmethoden

vgl. http://www.htl.at/htlat/schwerpunktportale/clil-content-and-language-integrated-learning/ (06/06/2018)

Oder anders gefragt: Why should students be interested in CLIL at all? Doesn´t CLIL mean more work, basically?

Well, have a look at what the CLIL Guidebook says here and see what your students think. I´m sure they´re ready to CLIL, aren´t they? Just go ahead and give it a try.

For more information, get in touch with your online CLILvoc coach, please.