Cummins’ Matrix: the Audit Tool for CLIL

The matrix can be used to measure the combination of cognitive and linguistic levels of the different tasks of a unit

Assembling materials and Sequencing, focus on Language

The word/sentence/text hierarchy

1. Word level: Recognition and use of new vocabulary in order to understand a new concept.

2. Sentence level: Recognition and use of key concept phrases with attention to linguistic accuracy.

3. Text level: Showing overall understanding of a topic’s aspects.

The hierarchy of task types

Assembling materials and Sequencing, focus on Subject

The scheme of the ZPD invites us to sequence the tasks in our CLIL lesson in five steps, going from the inner core of the ZPD to the outside, and then going back inwards.

1. Step 1: Individual work. Brainstorming previous knowledge of learners, including misconceptions.
2. Step 2: Group work 1. New inputs are provided, but each group is given a different input. At this stage, misconceptions are redressed.
3. Step 3: Group work 2. New groups are formed, with one member of the previous groups. This is a critical stage, as learners only know their own inputs and have to be encouraged to share them with their partners. Teacher’s monitoring is required.
4. Step 4: Group work 2. Recapping task. Learners reflect on what they have learnt, performing a group task.
5. Step 5: Individual work. Learners apply new knowledge to a different context to show understanding of topic.

Source: Sequencing and Auditing Activities