From ESP to CLIL using the Schema Theory

Abstract

This paper explains the use of the Schema Theory in planning and preparing a Physiology lesson in a CLIL tertiary context in a Spanish university. The adopted combination of methods used in applying the theory is transferable to any context and subject. Scaffolding for content and language learning was undertaken using schema-building through activities involving: (1) sequencing; (2) using an exercise with causality language for purposeful reading (3) outlining; and (4) commentating on a video. Since CLIL practices have often lead CLIL theory, the study is organized into two parts. The first part is described in this article, and the second part, involving feedback from the students in this study, is work in progress. The required Physiology lesson lent itself to outlining a reading, and applying top-down structuring of information and schema building, as well as to the use of causality. The video commentary activity, on the other hand, catered for a more bottom-up approach. The paper focuses on the design of materials and activities as part of the ongoing CLIL collaboration between the language and the content professors. Other than the Schema theory and top-down bottom-up information processing, the designed activities were based on the principles of social constructivism through language scaffolding and peer collaboration.