TKT: Content And Language Integrated Learning (CLIL)
TKT: Content andLanguage IntegratedLearning (CLIL)Teaching Knowledge TestHandbook for teachers
Make the most of your handbookThis handbook is intended for tutors and candidates and provides information to help prepare for theTKT: CLIL (Content and Language Integrated Learning) module.For further information on any of our teaching qualifications and courses, please go tocambridgeenglish.org/teaching-qualificationsIf you need further copies of this handbook, please email marketingsupport@cambridgeenglish.orgAbout Cambridge Assessment English2TKT: CLIL test overview11Cambridge English teaching qualifications –an overview3Syllabus12Sample paper16Cambridge English Teaching Framework4Answer key23Content and Language Integrated Learning (CLIL)explained6Sample answer sheet24Introduction to TKT7TKT: CLIL subject-specific vocabulary26TKT: CLIL – an overview8References28Support for candidates and course providers9More Cambridge English teachingqualifications and courses29TKT: CLIL administration9Special Circumstances10
About Cambridge Assessment EnglishWe are Cambridge Assessment English. Part of the University ofCambridge, we help millions of people learn English and provetheir skills to the world.For us, learning English is more than just exams and grades.It’s about having the confidence to communicate and access alifetime of enriching experiences and opportunities.We deliver qualifications and tests in over 130 countries to over5.5 million people every year.The world’s most valuable range of EnglishqualificationsCambridge English Qualifications are in-depth exams that makelearning English enjoyable, effective and rewarding.Our unique approach encourages continuous progression with aclear path to improving language skills. Each of our qualificationsfocuses on a level of the Common European Framework ofReference (CEFR), enabling learners to develop and build speaking,writing, reading and listening skills.To find out more about Cambridge English Qualifications and theCEFR, go to cambridgeenglish.org/cefrOne of the top universities in the worldDepartments of the UniversityCambridge English teaching qualificationsWe provide a comprehensive range of industry-leadingqualifications, professional development and resources forteachers, wherever they are in their professional journey.Clear progressionThe largest assessment research capability of its kind in EuropeAll our teaching qualifications are mapped to the CambridgeEnglish Teaching Framework, which helps teachers identify wherethey are in their career development, where they want to be, andhow to get there.Proven qualityDepartments (exam boards)Cambridge Assessment EnglishWe help millions of people learnEnglish and prove their skills to theworld.Cambridge AssessmentInternational EducationPrepares school students for life, helpingthem develop an informed curiosity anda lasting passion for learning.Our commitment to providing assessment of the highest possiblequality is underpinned by an extensive programme of researchand evaluation, and by continuous monitoring of the markingand grading of all our exams. Of particular importance arethe rigorous procedures which are used in the production andpretesting of question papers.All our systems and processes for designing, developing anddelivering exams and assessment services are certified as meetingthe internationally recognised ISO 9001:2015 standard for qualitymanagement and are designed around five essential principles: Validity – are our exams an authentic test of real-life English orteaching knowledge? Reliability – do our exams behave consistently and fairly? Impact – does our assessment have a positive effect onteaching and learning?OCR: Oxford Cambridge and RSAExaminationsOxford Cambridge and RSAA leading UK awarding body. Practicality – does our assessment meet candidates’ needswithin available resources? Quality – how we plan, deliver and check that we provideexcellence in all of these fields.How these qualities are brought together is outlined in ourpublication Principles of Good Practice, which can be downloadedfree from cambridgeenglish.org/principles2
Cambridge English teaching qualifications –an overviewThe following qualifications are available to teachers through Cambridge English teaching qualification centres:TKT: Modules 1, 2 and 3Not requiredPrimary, secondaryor adults(Content and LanguageIntegrated Learning)Not essentialNot requiredPrimary, secondaryor adultsTKT: Young LearnersNot essentialNot requiredPrimaryNot requiredQualificationsallowing accessto higher educationAdultsDiploma in Teaching English toSpeakers of Other LanguagesRecommendedInitial teachingqualificationPrimary, secondaryor adultsDELTA Module TwoRequiredInitial teachingqualificationPrimary, secondaryor adultsDELTA Module ThreeRecommendedInitial teachingqualificationPrimary, secondaryor adultsTKT: CLILCELTACertificate in Teaching English toSpeakers of Other LanguagesDELTA Module Teaching agegroupNot essentialTeaching Knowledge TestCan be takenpre-serviceQualification date requirementsface-to-face oronline/blendedoptionsExtendedAssignmentThe following courses and qualifications are available to teachers through institutions and educational authorities:CELT-PLocal requirementsfor teachers applyPrimaryCertificate in English LanguageTeaching – SecondaryRequiredLocal requirementsfor teachers applySecondaryTrain the al requirementsapplyStudents in highereducation contextsLanguage for Teaching – A2N/AA1 level EnglishPrimary, secondaryLanguage for Teaching – B1N/AA2 level EnglishPrimary, secondaryLanguage for Teaching – B2N/AB1 level EnglishPrimary, secondaryCELT-SCertificate in EMI SkillsEnglish as a Medium of InstructionCambridge English teaching qualificationsOnline/blendedlearningcourse ingpracticeCourseparticipationrequiredTeaching agegroupRequiredCertificate in English LanguageTeaching – PrimaryCan be takenpre-serviceCourse/qualification date requirements3
Cambridge English Teaching FrameworkWe developed the Cambridge English Teaching Framework: to help teachers identify where they are in their professional career to help teachers and their employers think about where they want to go next and identify development activities to get there.See the full version of the framework for detailed competency statements: oping Has a basic understanding of somelanguage-learning concepts. Has a reasonable understanding of manylanguage-learning concepts. Demonstrates a little of this understanding whenplanning and teaching. Demonstrates some of this understanding whenplanning and teaching. Has a basic understanding of some key principles ofteaching, learning and assessment. Has a reasonable understanding of many key principlesof teaching, learning and assessment. Can plan and deliver simple lessons with a basicawareness of learners’ needs, using coreteaching techniques. Can plan and deliver lessons with some awarenessof learners’ needs, using a number of differentteaching techniques. Can use available tests and basic assessmentprocedures to support and promote learning. Can design simple tests and use some assessmentprocedures to support and promote learning. Provides accurate examples of language pointstaught at A1 and A2 levels. Provides accurate examples of language points taught atA1, A2 and B1 levels. Uses basic classroom language which is mostly accurate. Uses classroom language which is mostly accurate.Languageknowledgeandawareness Is aware of some key terms for describing language. Has reasonable knowledge of many key terms fordescribing language.Professionaldevelopmentand values Can reflect on a lesson with guidance and learnfrom feedback.Learning andthe learnerTeaching,learning andassessmentLanguageability4Foundation Can answer simple learner questions with the help ofreference materials. Requires guidance in self-assessing own needs. Can answer most learner questions with the help ofreference materials. Can reflect on a lesson without guidance and respondpositively to feedback. Can self-assess own needs and identify some areasfor improvement.
ProficientExpert Has a good understanding of manylanguage-learning concepts. Has a sophisticated understanding oflanguage-learning concepts. Frequently demonstrates this understanding whenplanning and teaching. Consistently demonstrates this understanding whenplanning and teaching. Has a good understanding of key principles of teaching,learning and assessment. Can plan and deliver detailed lessons with goodawareness of learners’ needs, using a wide range ofteaching techniques. Has a sophisticated understanding of key principles ofteaching, learning and assessment. Can plan and deliver detailed and sophisticated lessonswith a thorough understanding of learners’ needs, using acomprehensive range of teaching techniques. Can design effective tests and use a range of assessmentprocedures to support and promote learning. Can design a range of effective tests and use individualisedassessment procedures consistently to support andpromote learning. Provides accurate examples of language points taught atA1, A2, B1 and B2 levels. Provides accurate examples of language points taught atA1–C2 levels. Uses classroom language which is consistently accuratethroughout the lesson. Uses a wide range of classroom language which isconsistently accurate throughout the lesson. Has good knowledge of key terms for describing language. Has sophisticated knowledge of key terms fordescribing language. Can answer most learner questions with minimal use ofreference materials. Can reflect critically and actively seeks feedback. Can identify own strengths and weaknesses as a teacher,and can support other teachers.Cambridge English Teaching Framework Can answer most learner questions in detail with minimaluse of reference materials. Consistently reflects critically, observes other colleaguesand is highly committed to professional development. Is highly aware of own strengths and weaknesses, andactively supports the development of other teachers.5
Content and Language Integrated Learning(CLIL) explainedWhat is CLIL?The benefits of CLILCLIL describes an evolving approach to teaching and learningwhere subjects are taught and studied through the medium of anon‑native language.There are many advantages to the CLIL approach: it developsconfident learners, enhances academic cognitive processesand communication skills, and encourages inter-culturalunderstanding and community values.The experience of learning subjects through the medium of anon-native language can be more challenging and intensive thanconventional language lessons. Learners are exposed to a broaderrange of language while simultaneously gaining knowledge andskills in different areas of the curriculum. In CLIL, learning acurricular subject (Geography for example) in a second or thirdlanguage involves drawing on effective pedagogical practice froma range of different educational contexts.CLIL – a variety of approachesThere are many different types of CLIL programmes aroundthe world, ranging from full immersion to short 20–30-minutesubject lessons in the target language. Subjects may be taughtby subject specialists or by language teachers. In some countriesclassroom assistants support the learners too. There are alsocontexts where CLIL is used to integrate learners (often fromminority language groups) into mainstream classes. Examples ofthese programmes are English as an Additional Language (EAL) inBritain and Content Based Instruction (CBI) in the US.* Johnstone, R and McKinstry, R (2008) Evaluation of Early Primary PartialImmersion (EPPI). Available at scilt.org.uk/Portals/24/Library/research/eppi book.pdf (accessed 12 July 2019).** Coleman, L (2006) CLIL behind the dykes; the Dutch bilingual model inIATEFL, YLSIG Journal.6In addition, research shows that learners become more sensitiveto vocabulary and ideas presented in their first language as wellas in the target language and they gain more extensive and variedvocabulary. Learners reach proficiency levels in all four skillsof listening, speaking, reading and writing far beyond what isexpected in other English programmes for young learners. Thissuccess is shown in ICT skills too.*In secondary schools, research indicates that effects arebeneficial, and that: ‘CLIL leads to better English proficiency,that it has no negative effect on L1 proficiency, nor on the pupils’subject knowledge’**; and that it ‘induces the learner to be morecognitively active during the learning process’***.The global need for language learning, particularly for English, hascreated a demand for new ways of teaching languages. CLIL is aflexible and effective approach which is being used to respond tothis need. Many teachers of curricular subjects are finding theycan develop professionally by adding CLIL to their range of skills.*** V an de Craen, P, Mondt, K, Allain, L and Gao, Y (2008) Why and HowCLIL Works, Vienna English Working Papers 16, 70–78. Available atresearchgate.net/publication/290828891 Why and how CLILworks An outline for a CLIL theory (accessed 12 July 2019).
Introduction to TKTTKT tests knowledge about English language teaching. Thetests are designed to encourage teachers in their professionaldevelopment by providing a step in their progression on theCambridge English Teaching Framework. Candidates can also useTKT to access further training and enhance career opportunities.TKT – an overviewTKT is divided into separate modules. Candidates can take themall, or choose the modules that meet their needs. A certificate isreceived for each module completed.The core modules are designed to provide a foundation in theprinciples and practice of English language teaching: TKT: Module 1 – Language and background to languagelearning and teaching TKT: Module 2 – Lesson planning and use of resources forlanguage teaching TKT: Module 3 – Managing the teaching and learning process.Teaching knowledge is assessed by means of objective-formattests, which are simple to administer and to take.There are further specialist modules, which can be takenseparately or added to the core modules: TKT: CLIL (Content and Language Integrated Learning) TKT: Young Learners (YL).The aims of the modular formatThe format is designed to be accessible and offer candidatesmaximum flexibility, and therefore does not include a compulsorycourse component. However, it is likely that centres and otherinstitutions will wish to offer courses for TKT preparation.What can successful candidates do with TKT?TKT increases teachers’ confidence and enables them to progressto other Cambridge English teaching qualifications.TKT is recognised as an English language teaching qualification bymany organisations and institutions around the world.Introduction to TKT7
TKT: CLIL – an overviewTKT: CLIL is a test of knowledge of Content and LanguageIntegrated Learning and concepts related to a CLIL approach. Ittests knowledge about teaching subjects in English to speakersof other languages and the learning, thinking and language skillswhich are developed across different curriculum subjects.Sources and text types for TKT: CLIL preparationTKT: CLIL tests knowledge of how to plan lessons, as well asknowledge of activities and resources used to support a CLILapproach. It also tests knowledge of teaching strategies and howassessment is carried out in CLIL contexts. the TKT Glossary and the TKT: CLIL GlossaryExtracts, original or adapted, from the following sources mayfeature in TKT: CLIL: CLIL coursebooks, activity books or supplementary materials,including CLIL materials found online articles relating to CLIL from journals, magazines and theinternet diagrams and other visualsWho is TKT: CLIL suitable for?TKT: CLIL is suitable for subject teachers who need to teachtheir curricular subjects in English, English language teacherswho teach curricular subjects in a second language and Englishas an Additional Language (EAL) teachers working withinmainstream classes.It can also be taken by: pre-service teachers teachers who wish to refresh their teaching knowledge teachers who are moving to teaching English after teachinganother subject.Entry criteria and language requirementsCandidates are not required to fulfil any specific entry criteria forTKT: CLIL. There are no formal English language requirements;however, candidates are expected to be familiar with languagerelating to the practice of English language teaching. The TKTGlossary and TKT: CLIL Glossary can also be downloaded document.pdf and -document.pdfTest structureThe TKT: CLIL module consists of a timed pencil-and-paper test,featuring 80 multiple-choice questions.It tests candidates’ knowledge of concepts related to a CLILapproach to teaching and learning, rather than their subjectknowledge, proficiency in the English language, or theirperformance in classroom situations.Approaches to teaching and learningA range of approaches to teaching and learning may be coveredin the test. Materials are carefully selected so that they arefair to candidates from all backgrounds and teaching contexts.Knowledge of communicative and other approaches to teachingis expected, as is familiarity with the common terminology ofEnglish language teaching (a non-exhaustive list of teachingterminology and definitions is provided in the TKT Glossary andTKT: CLIL Glossary).8 descriptions of classroom situations.
Support for candidates and courseprovidersSupport and general information for TKT: CLIL, includinga downloadable version of this handbook, can be found atcambridgeenglish.org/tktMaterials for course providersFor course providers, teacher training sessionplans and other trainer resources can be found atcambridgeenglish.org/resources-for-teachersWe also run free seminars and webinars for teachers, with replaysavailable on Cambridge English TV:Webinars for teachers:cambridgeenglish.org/webinarsTKT: CLIL administrationEntry procedureCandidates must enter through an authorised Cambridge Englishexamination or teaching qualification centre. For a list of centres,go to cambridgeenglish.org/teachingcentresearchTKT: CLIL is available throughout the year and examinationcentres select their own test dates. Entries must be made at leastsix weeks in advance of a test date.Please note that more notice may be necessary if candidates havespecial requirements and therefore need special arrangements(see section on Special Circumstances).For copies of the Regulations and more details on entryprocedure, current fees and further information about this andour other examinations, contact your local examination centre.Seminars and events:cambridgeenglish.org/eventsResultsCambridge English TV:youtube.com/cambridgeenglishtvCandidates receive a certificate for each module taken. Candidateperformance is reported using four bands.Preparing for TKT: CLILBand A candidate at this level demonstratesIt is not necessary to complete a course to enter for TKT: CLIL.Candidates can prepare for their exam independently, or canif they prefer, follow a course provided by an exam or teachingqualification centre.4extensive knowledge of TKT: CLIL content areas3breadth and depth of knowledge of TKT: CLIL content areas2basic, but systematic knowledge of TKT: CLIL content areasOfficial Cambridge English preparation materials for TKT: CLILhave been jointly developed by Cambridge English and CambridgeUniversity: cambridge.org/cambridgeenglish1limited knowledge of TKT: CLIL content areasPretesting
TKT: Young Learners TKT: CLIL (Content and Language Integrated Learning) TKT: Modules 1, 2 and 3 Teaching Knowledge Test Recommended Required Recommended Not required Not essential No
Young Learners TKT: CLIL Content and Language Integrated Learning TKT: Module 2 Lesson planning and use of resources for language teaching TKT: Module 1 Language and background to language learning and teaching TKT: Module 3 Managing the teaching and learning process 1 hour 20 minutes 3
TKT: Young Learners TKT: CLIL (Content and Language Integrated Learning) TKT: Modules 1, 2 and 3 Teaching Knowledge Test Recommended Required Recommended Not required Not essential No
Cambridge English Teaching Framework. Candidates can also use TKT to access further training and enhance career opportunities. TKT – an overview . TKT is divided into separate modules. Candidates can take them all, or choose the modules that meet their needs. A certificate is received for each module completed. The core modules are designed to provide a foundation in the principles and .
TKT: Content and Language Integrated Learning (CLIL) Tests your understanding of teaching curriculum subjects through the medium of a second or third language. TKT: Young Learners Tests your knowledge of the strategies and skills required to teach young learners
Cambridge TKT Young Learners Syllabus PART 1 This part of the TKT: YL module tests candidates' knowledge of children's characteristics as language learners and knowledge of how language learning can help young lear
Coleman, L (2006) CLIL behind the dykes; the Dutch bilingual . English, , Cambridge . the University of Cambridge, we help millions of people learn English and prove their skills to . TKT content and language integrated learning (CLIL) .
TESOL TKT Certificate TKT Young Learners Certificate カナダ 英語教授法プログラム オーストラリア ビジネスプログラム カナダ ビ
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