CLIL

The guiding principle of community is closely linked to: students actively using language to participate and communication in the classroom. cultural content being integrated into all subjects. students being able to define their role within the classroom.

The language that could be helpful in a CLIL class, but is not absolutely necessary is typically referred to as: content-obligatory language. subject-specific language. content-compatible language.

Assessment in CLIL takes place: at the program start-up, daily, at the end of each lesson, at the end of each unit, at intervals set by the teacher and when learning appears to be hindered. at the end of each unit and as a summary of a set of units as set by the teacher. at the beginning of the course and at the end of each unit and the course.

To determine existing student knowledge so we can plan teaching better, to determine student achievement levels for measuring progress in attaining content, language and learning skills, to understand student interests, attitudes and learning styles, to involve students in taken greater responsibility for their learning and to obtain information needed to make decisions about how to deliver on improving learning are key reasons for: giving more weight to content over language. organizing assessment. developing critical thinking skills.

In a CLIL classroom, HOTS can be encouraged and fomented through: group activities that involve cooperation, problem solving and questioning. tasks that require describing, understanding and factual knowledge. mixed activities including pair, group and individual work.

As CLIL teachers we should try: to change our voices, pitch and accent to imitate several language models for our students to acquire them. to provide a variety of language models so that students hear the CLIL language spoken by different people in different contexts. not to provide a wide range of language models so that our students do not get confused and overwhelmed with different accents.

According to the CLIL approach, content and language learning will be effective even if learners are not cognitively engaged since learning is integrated: True. False.

The aspect within the Language Triptych that refers to the language that develops as new knowledge, skills and understanding is achieved is referred to as: language of learning. language through learning. language for learning.

Research has discovered that, against common sense, CLIL students perform as well as or even outperform non-CLIL students in terms of learning content. In fact, far from interfering with content acquisition, CLIL can actually facilitate it: False. True.

Language outcomes are difficult to arbitrarily sequence, as these outcomes are driven by content as well as student interests and needs: True. False.

Focusing primarily on content helps to facilitate language learning, especially when language learning in content classes receives regular and systematic attention: True. False.

In order to keep challenging our students, we should: use a level of language in class that is a slight step behind of theirs so that they do not feel frustrated for not understanding. take a placement test to find out the exact level of our students and use that level constantly. use a level of language in class that is one step ahead of theirs, that is, enough to make them work at it without making it too hard.

Teaching in CLIL does not necessarily requires more preparation time and greater cooperation among teachers: True. False.

The framework that illustrates CLIL as an integration of content, language, cognitive skills and culture is known as: The Language Triptych. The 4 Cs. The Cummins Matrix.

In a CLIL classroom: proactive strategies such as groupwork, pairwork and activity centers are more effective than having a class do primarily written exercises that are later corrected by just one student. individual activities need to predominate to facilitate internal and individual acquisition of the language and the content. collabotive work must be carried out before individual work.

Content and Language Integrated Learning is the term used to describe bilingual education in: Canada. Malaysia. Europe.

Assesment in a CLIL class is done: both answers are correct. based on planned curriculum outcomes, through peers and through student self-evaluation. based on pre-established criteria shared with the students, through student portfolios, by using evaluation grids and checklists.

The guiding principle of cognition closely relates to: students having the self-confidence and skills to work within a group balancing their personal interests and those of others. desk placement, displays on classroom walls and other available resources supporting learning. students being able to synthesize, evaluate and apply knowledge and skills acquired in several subjects.

In CLIL classes communication is of primary importance; therefore, it is more important for students to communicate than to worry about having perfect grammar: True. False.

The CLIL model that encompasses the types of language that are necessary to deal with in class and in the teaching and learning process is known as: the Language Triptych. the Language Pyramid. the Language Matrix.

Dual language education usually describes: a classroom with a higher number of majority students than minority ones, in which the dominant language is the medium of instruction. a classroom with approximately equal numbers of minority language students and majority language students, in which both languages are used for instruction. a classroom with with a higher number of minority students than majority ones, in which the dominant language is the medium of instruction.

Bilingual education is a twenty-first century new educational phenomenon: False. True.

The language, themes and content of CLIL classrooms must be: related to students' future. relevant and of interest to the students. those proposed by the textbook selected.

In CLIL: language is more emphasized than content. content dominates over language objectives. a balanced focused between content and language in the classroom is intended.

The acronym HOTS stands for: high order in transitional sentences. high organization in time slots. higher-order thinking skills.

Regular, short, continuous exposure to CLIL delivered in the target language for 15 or 30 minutes several times a week. They are often associated with Primary schools and are usually taught in one subject area are typically known as: CLIL modules. partial immersion. language showers.

In a CLIL approach content works as the driver of the classroom since it will often define the language that is employed and taught: False. True.

According to the CLIL approach: it is better to address one specific skill at a time and in each lesson. it is not necessary for teachers to plan on the four skills, textbook activities already consider them all. it is advisable to look for and provide opportunities to combine all four skills into one activity or a series of tasks.

According to Bloom's taxonomy, HOTS are placed at the bottom of the pyramid representation and LOTS at the top of it: False. True.

The aspect within the Language Triptych that makes transparent the language needed by learners to operate in a learning environment where the medium is not their first language and understand the content of the lesson is referred to as: language through learning. language for learning. language of learning.

Which one of theses statements is true?: In CLIL classes, since comprehensible and meaningful content are the drivers of language learning, we should teach vocabulary but not grammar, unless our students ask questions about it. In CLIL classes, since comprehensible and meaningful content are the drivers of language learning, we should forget about teaching vocabulary and grammar and focus on dialogues and group work. In CLIL classes, since comprehensible and meaningful content are the drivers of language learning, we keep teaching vocabulary and grammar but try to do so dressing it up a little differently and more inductively.

What is a correct statement about CLIL?: The CLIL approach is a subtractive model that seeks to enrich the learning environment. The CLIL approach involves a new way of teaching and therefore breaking free from what teachers are used to doing in class. The CLIL approach encourages teachers to keep using the favorite strategies and to apply standard best practice in education.

There are many CLIL programs depending on: the amount of time that students are exposed to the language of instruction. the number of students in the classroom. the linguistic outcomes.

The CLIL model that is based on the idea of BICS and CALP by comparing the cognitively demand with contextual language support of any given activity is known as: the 4 Cs. the Cummins Matrix. Bloom's taxonomy.

_________ includes technical vocabulary, multiple meaning words, syntactical features and language functions: Content-obligatory language. Language through teaching. Content-compatible language.

Scaffolding refers to: favoring peer cooperative work. building on a student's existing knowledge, skills, attitudes, interests and experience. planning lessons involving parents and the whole educational community.

Which of these statements is the correct one?: Our teaching goal must be to develop our students' desire to learn and speak through their internal motivation and the intrinsic rewards their learning will bring. In CLIL classrooms the use of the L1 should be avoided at all cost. The L1 can be used at the beginning of the course, when students are still not familiarized with the target language.

The guiding principle of communication is closely linked to: students analyzing achievement of learning outcomes independently, with other students and with the teacher. students feeling members of a learning community. students and teachers co-constructing and negotiating meaning.

One way of recognizing student effort and success in a CLIL classroom is through: the use of the expression "well done" after students' contribution. both analysis and some form of public recognition separating praise from advice. specific comments on the final record of grades.

As CLIL teachers we need to work to help students gain the knowledge and skills they need for success in the real world, that is why we should avoid teaching in compartmentalized subjects. One way of doing so is by means of: exposing students to a lot of information through the use of ICT. creating debates about a very wide range of daily life topics. cross-curricular themes and projects that apply skills from several subjects simultaneously.

Questions are fundamental tools that can help our students reflect on content and develop understading. However,: they will emerge in class voluntarily and without need for careful planning. it is better if we ask questions at the end of the lesson as a recap. we should plan the types of questions we ask since there is a tendency to just ask for factual knowledge.

Students can better manage their own behavior when they develop and agree on classroom norms, rules or principles of behavior to help them learn: True. False.

Taking into account student interests: does not just have implications for how content is taught, it also impacts language learning. makes a teacher appear friendly. only influences content learning.

Brainstorming is one of the most common and effective ways of: managing classroom and students' behavior. opening windows for personal achievement. anchoring into previous learning.

Building a personal dictionary, accepting some frustration and confusion and observing oneself are tips for: twinning. managing feeling in CLIL. negotiating meanings in pairs.

Feedback on language and content given after the completion of an assignment is more likely to be assimilated and put to future use than feedback provided before the completion of the assignment: False. True.

Learning skills can be defined as: tools used to enhance our ability to learn. sources to remember and use language in relation to content. strategies to do homework in less time and more effectively.

Assesment in a CLIL class is done: based on pre-established criteria shared with the students, through student portfolios, by using evaluation grids and checklists. based on planned curriculum outcomes, through peers and through student self-evaluation. both answers are correct.

Assessment in CLIL takes place: at the beginning of the course and at the end of each unit and the course. at the program start-up, daily, at the end of each lesson, at the end of each unit, at intervals set by the teacher and when learning appears to be hindered. at the end of each unit and as a summary of a set of units as set by the teacher.

_______ is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language: Bilingualism. CLIL. Immersion.

Questions are fundamental tools that can help our students reflect on content and develop understanding. However,: it is better if we ask questions at the end of the lesson as a recap. they will emerge in class voluntarily and without need for careful planning. we should plan the types of questions we ask since there is a tendency to just ask for factual knowledge.

____ is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. CLIL. Immersion. Bilingualism.

The guiding principle of community is closely linked to: students actively using language to participate and communication in the classroom. students being able to define their role within the classroom. cultural content being integrated into all subjects.

According to the CLIL approach, content and language learning will be effective even if learners are not cognitively engaged since learning is integrated: False. True.

In CLIL language acquisition: goes hand in hand with content acquisition since new language is best acquired while acquiring new knowledge that is used in class to achieve new levels of understanding. occurs after content acquisition since it is a content-driven approach. happens tends to be ahead of content acquisition since, without language, content cannot be transmitted.

Learning skills can be defined as: tools used to enhance our ability to learn. strategies to do homework in less time and more effectively. sources to remember and use language in relation to content.

In a ________, participants make still images with their bodies to represent a scene: tableau. brainstorm. twinning.

Learning styles are described as: the attitudes students bring to class about learning based on their past experiences. the individual preferences clearly existing regarding how we like to communicate and learn. the strategies used by students to communicate when they lack L2 proficiency.

Mnemonic devices are: formulaes or rhymes typically used in class as an aid in remembering. evaluation grids that help us grade students' performance. graphic organizers that help us display important information in a sequenced and orderly manner.

Teachers are most likely to teach the way they learn best. For this reason,: consciously increasing the use of those learning styles with which we are least comfortable is likely to help all students learn better. it would be nice to spend time outdoors to favor kinesthetic styles. we do not need to assess our own learning styles, but those of our students.

Some of the strategies linked to an auditory learning style include: verbalizing answers first in one's head before writing them down. drawing a skeletal summary when listening to lectures or doing pairwork. highlighting key language and pieces of information.

Brainstorming is one of the most common and effective ways of: anchoring into previous learning. managing classroom and students' behavior. opening windows for personal achievement.

Anchoring new knowledge into students' previous learning is: part of CLIL learning outcomes. crucial in CLIL since relational links are the glue that fixes learning in memory. what scaffolding just consists of.

Anchoring new knowledge into students' previous learning is NOT: part of CLIL learning outcomes. crucial in CLIL since relational links are the glue that fixes learning in memory. what scaffolding just consists of.

Scaffolding is: a permanent crutch provided by the teacher and the classmates. changed from lesson to lesson. removed bit by bit, but built up quickly where needed.

Critical thinking in the context of education can be described as: mental processes that learners use to plan, describe and evaluate their thinking and learning. one of the main components of CLIL's 4 Cs framework. one of the most important learning styles and communication strategies.

Piaget's 'cognitive conflict' refers to the fact that: the pace in a CLIL class needs to be challenging enough to make students expend effort and sufficiently moderate to allow students to stay on track. when given a voice in the learning process, students are more likely to take charge of their own learning. all people in class need to feel important, liked and valued.

In _______ teachers give students clues and ask them questions that help them point in the right direction: reformulations. prompts. recasts.

Learning is achieved socially by means of interaction with other classmates and the teacher so that meaning is socially negotiated and co-constructed rather than an individualistic process: True. False.

In Bloom's taxonomy high-order skills are placed ________ and low-order skills _________: at the bottom / at the top. at the top / at the bottom. on the right side / on the left side.

In education, the term "negotiation of meaning" refers to: a process where students and teachers work to pass on information, thoughts and opinions to one another in a manner that leads them to a common understanding of what is being communicated. problem solving tasks set up by the teacher in which students work in pairs or small groups. jigsaw tasks in which students need to exchange pieces of information between one another.

Taking into account student interests: does not just have implications for how content is taught, it also impacts language learning. only influences content learning. makes a teacher appear friendly.

According to the author, what are the two reasons which make the CLIL approach different from previously existing experiences?. its multifaceted nature since it comprises different levels: social, educational, and linguistic and cognitive and that it has benefited from earlier methodological lessons. evaluation is always conducted in a student's normal in-class performance and not through formal tests. Errors are corrected gently,with the teacher using a soft voice. vocabulary and grammar are emphasized and reading and writing are the primary skills that students work on.

What are the Spanish terms used to refer to CLIL mentioned in the article? Have you heard of any others?. AICLE (Aprendizaje Integrado de Contenidos y Lengua Extranjera). ICLE (Integración de Contenidos y Lenguas Extranjeras). CLID (Contenidos y Lengua Integrados en la Didáctica).

What are the objectives that the EU has put forward for promoting multilingualism?. the diversification of modern languages learned as early in life as possible; the promotion of democratic access to knowledge for all European citizens; and the prioritized development of linguistic abilities through nursery, primary and secondary school. the improvement in the communicative competences in various languages other than the L1, the respect among different nationalities and beliefs, educational cooperation among countries in the EU. the learning of at least two more languages apart from the mother tongue, the possibilities of traveling, studying and working abroad to countries that hold an agreement with the country of origin.

What are the three factors that the author identifies at the core of CLIL?. the European Union political project and increasing globalisation and mobility; new pedagogical insights such as the key role played by individual differences, attitude and motivation in the development of autonomy in language learning; and the technological progress. immigration, joint political projects within members of the EU, innovation in the realm of education and employment. the technological improvements, the economic crisis and subsequent need to have a better education and people's desire to travel and get to know new cultures.

When Pérez-Vidal refers to the CLIL programmes in Spain she talks about “minority language maintenance programmes”. What does this mean?. where language minority children use their native, home or heritage language in school as a major medium of instruction. The goal of such education is full bilingualism, biculturalism and biliteracy. where the language learner is exposed to the target language outside of the classroom in a variety of settings; for example, students who come to Canada to learn English are learning in a second language environment. where the learner will rarely, if ever, have opportunity for exposure to the target language outside of the classroom; for example a student who is studying German while living in Spain would be studying in a foreign language environment.

Which is one of the main linguistic benefits of CLIL?. CLIL approaches also stimulate interaction and foster meaningful communication on the grounds that language is used as a tool for communication, not as an end in itself. With CLIL what happens in the classroom is connected with what happens outside, thus, joining real and study lives. CLIL teaches students how to use and promote the 8 multiple intelligences and learning styles.

A piece of work or an activity which requires learners to arrive at an outcome from given information through some process of thought is known as. a task. an exercise. a drill.

CLIL requires a slower pace, which often results in a need to work through syllabus at a different speed. This fact has pedagogic positive effects. True. False.

A[n] _________ evaluates the product or performance as a whole and describes the activity at different quality levels, each of them corresponding to a score. It is an example of summative assessment as it requires the teacher to score the overall process or product without judging the component parts separately. evaluation grid. holistic rubric. analytic rubric.

According to Lorenz et al. there are ______ key metaconcerns that serve as cornerstones for the evaluation process. 4 (competence development, curricular organization, classroom praxis and levels of satisfaction). 3 (L2 use, typology of classroom activities, skill and competence development). 4 (linguistic, conceptual, attitudinal and procedural competences).

Choose the right statement: The priority of content in the CLIL assessment process does not mean that we should ignore all errors and never assess language, but we can create specific opportunities to do this rather than offer continual corrective feedback that breaks the communicative flow. The priority of content in the CLIL assessment process means errors should be addressed just in language clinics. The priority of content in the CLIL assessment process means that we should ignore all errors and do not assess language as such.

In __________ students and teacher share learning intentions and success criteria and evaluate learning also through alternative forms of assessment such as self- and peer assessment and through tools such as portfolios and grids. assessment as learning. assessment of learning. assessment for learning.

The __________ is a planned, reactive and reciprocal formative assessment that aims at informing the planning of future learning and teaching involving the teacher and the learner in a continual review of the progress achieved. assessment for learning. assessment of learning. assessment as learning.

Recalling facts, identifying vocabulary and making definitions are examples of: lower-order thinking skills. higher-order thinking skills. language fluency.

Asking for clarification, providing definitions, using gestures and mimes, slowing down speech and paraphrasing are clear examples of: basic interpersonal communication skills. strategies for negotiating meaning. higher-order skills.

The assessment tool in the form of a matrix which is used to assess learners' performances, defines what students know and are able to do and consists of rows listing the features of the performance that will be assessed and descriptors is called. rubric. quadrant. grid.

In CLIL, evaluation is associated with peer evaluation and with self-evaluation and will take the form of a dynamic process that constantly evolves. True. False.

Dual language education usually describes: a classroom with approximately equal numbers of minority language students and majority language students, in which both languages are used for instruction. a classroom with a higher number of minority students than majority ones, in which the dominant language is the medium of instruction. a classroom with a higher number of majority students than minority ones, in which the dominant language is the medium of instruction.

Bilingual education is a twenty-first century new educational phenomenon: False. True.

The language, themes and content of CLIL classrooms must be: relevant and of interest to the students. those proposed by the textbook selected. related to students' future.

In CLIL: language is more emphasized than content. content dominates over language objectives. a balanced focused between content and language in the classroom is intended.

The acronym HOTS stands for: high order in transitional sentences. higher-order thinking skills. high organization in time slots.

In a CLIL approach content works as the driver of the classroom since it will often define the language that is employed and taught: False. True.

According to the CLIL approach,: it is advisable to look for and provide opportunities to combine all four skills into one activity or a series of tasks. it is not necessary for teachers to plan on the four skills, textbook activities already consider them all. it is better to address one specific skill at a time and in each lesson.

According to Bloom's taxonomy, HOTS are placed at the bottom of the pyramid representation and LOTS at the top of it: False. True.

The aspect within the Language Triptych that makes transparent the language needed by learners to operate in a learning environment where the medium is not their first language and understand the content of the lesson is referred to as: language of learning. language for learning. language through learning.

The aspect within the Language Triptych that refers to the language that develops as new knowledge, skills and understanding is achieved is referred to as: language through learning. language of learning. language for learning.

The aspect within the Language Triptych that explores what language learners will need to access new knowledge and understanding when dealing with the content is referred to as: language of learning. language for learning. language through learning.

The framework that illustrates CLIL as an integration of content, language, cognitive skills and culture is known as: The 4 Cs. The Language Triptych. The Cummins Matrix.

To determine existing student knowledge so we can plan teaching better, to determine student achievement levels for measuring progress in attaining content, language and learning skills, to understand student interests, attitudes and learning styles, to involve students in taking greater responsibility for their learning and to obtain information needed to make decisions about how to deliver on improving learning are key reasons for: organizing assessment. giving more weight to content over language. developing critical thinking skills.

In order to keep challenging our students, we should: use a level of language in class that is a slight step behind of theirs so that they do not feel frustrated for not understanding. use a level of language in class that is one step ahead of theirs, that is, enough to make them work at it without making it too hard. take a placement test to find out the exact level of our students and use that level constantly.

Focusing primarily on content helps to facilitate language learning, especially when language learning in content classes receives regular and systematic attention: True. False.

The guiding principle of communication is closely linked to: students and teachers co-constructing and negotiating meaning. students feeling members of a learning community. students analyzing achievement of learning outcomes independently, with other students and with the teacher.

The language that could be helpful in a CLIL class, but is not absolutely necessary is typically referred to as: content-compatible language. content-obligatory language. subject-specific language.

Scaffolding refers to: building on a student's existing knowledge, skills, attitudes, interests and experience. planning lessons involving parents and the whole educational community. favoring peer cooperative work.

The CLIL model that encompasses the types of language that are necessary to deal with in class and in the teaching and learning process is known as: the Language Pyramid. the Language Matrix. the Language Triptych.

In a CLIL classroom, HOTS can be encouraged and fomented through: group activities that involve cooperation, problem solving and questioning. tasks that require describing, understanding and factual knowledge. mixed activities including pair, group and individual work.

Language outcomes are difficult to arbitrarily sequence, as these outcomes are driven by content as well as student interest and needs: True. False.

Teaching in CLIL does not necessarily requires more preparation time and greater cooperation among teachers: False. True.

The guiding principle of content has to do with: students and teachers as partners. students applying new content and developing related skills through experiential activities. language skills being promoted in all subjects.

In CLIL classes communication is of primary importance; therefore, it is more important for students to communicate than to worry about having perfect grammar: True. False.

In a CLIL classroom: proactive strategies such as groupwork, pairwork and activity centers are more effective than having a class do primarily written exercises that are later corrected by just one student. individual activities need to predominate to facilitate internal and individual acquisition of the language and the content. collaborative work must be carried out before individual work.

Research has discovered that, against common sense, CLIL students perform as well as or even outperform non-CLIL students in terms of learning content. In fact, far from interfering with content acquisition, CLIL can actually facilitate it: True. False.

When, as part of research, teachers were asked what they felt were essential elements in supporting language learning in content classes, one of the predominant answers was: creating a psychologically and physically safe environment. support materials. specific language learning activities.

As CLIL teachers we should try: to provide a variety of language models so that students hear the CLIL language spoken by different people in different contexts. not to provide a wide range of language models so that our students do not get confused and overwhelmed with different accents. to change our voices, pitch and accent to imitate several language models for our students to acquire them.

The guiding principle of cognition closely relates to: students being able to synthesize, evaluate and apply knowledge and skills acquired in several subjects. students having the self-confidence and skills to work within a group balancing their personal interests and those of others. desk placement, displays on classroom and other available resources supporting learning.

The guiding principle of community is closely linked to: students being able to define their role within the classroom. cultural content being integrated into all subjects. students actively using language to participate and communication in the classroom.

In a ________, participants make still images with their bodies to represent a scene: twinning. tableau. brainstorm.

Mnemonic devices are: formulaes or rhymes typically used in class as an aid in remembering. evaluation grids that help us grade students' performance. graphic organizers that help us display important information in a sequenced and orderly manner.

Some of the strategies linked to an auditory learning style include: verbalizing answers first in one's head before writing them down. highlighting key language and pieces of information. drawing a skeletal summary when listening to lectures or doing pairwork.

Brainstorming is: a task to connect with other hard subjects. an exercise in free association. a follow-up task.

Anchoring new knowledge into students' previous learning is: crucial in CLIL since relational links are the glue that fixes learning in memory. what scaffolding just consists of. part of CLIL learning outcomes.

Scaffolding is: removed bit by bit, but built up quickly where needed. changed from lesson to lesson. a permanent crutch provided by the teacher and the classmates.

Some of the strategies linked to a visual learning style include: scanning pictures, heading and charts before reading a text. sharing notes and asking peers for feedback. learning some facts while going for a walk.

In Bloom's taxonomy high-order skills are placed ________ and low-order skills _________: at the top / at the bottom. at the bottom / at the top. on the right side / on the left side.