Supporting primary and secondary teachers in CLIL contexts

Supporting primary and secondary teachers in CLIL contexts

Title: Supporting primary and secondary teachers in CLIL contexts

Date: Monday 18 May 2015

Time: 14.00 – 15.00 UK time

Overview:  

This webinar is for new and experienced primary and secondary teachers.

In this webinar we will give an overview of what CLIL is using practical examples to explain the approach. We will identify the challenges CLIL secondary and primary teachers face, provide ideas for supporting learners in CLIL lessons and explore approaches to assessment with examples from secondary and primary CLIL contexts.

Presenters:

Szilvia Papp, Senior Research & Validation Manager, Cambridge English

Szilvia holds a PhD in Second Language Acquisition from the University of Edinburgh. As senior lecturer in higher education, she taught on applied linguistics, TEFL/TESOL and teacher training courses in Hungary and the UK. In her current role within Cambridge Assessment English, she has research and validation responsibility for Cambridge English: Young Learners tests, Cambridge English Teaching Qualifications and some government and state school projects. Her research interests include the assessment of young learners (children and adolescents aged 6–16) and very young learners aged 4–6, computer-based, formative and diagnostic assessment, the impact of language testing and teacher education in compulsory education, and language testing for migration and citizenship.

Jason Skeet

Jason works as a Lecturer in Teacher Education at City College Norwich where he is the programme leader for the level 5 initial teacher education qualification. He is the external examiner for the professional development qualification Teaching Bilingual Learners from Cambridge Assessment International Education. He has designed the CLIL (Content and Language Integrated Learning) online course for NILE (Norwich Institute for Language Education). He also teaches on the NILE summer schools for CLIL. Jason worked for seven years as a teacher of English in a Dutch bilingual school. He then worked for Utrecht University for four years as a CLIL consultant and trainer. He has also published articles and research on CLIL. He has Master’s degrees in teaching English and in English literature and is in the final stages of completing a PhD on critical and cultural theory.