CLIL

CLIL

1. LANGUAGE POLICY

   • In 1995, the ECR stated that linguistic policy in Europe should be based on plurilingualism.
   • It stated that all EU citizens, by the time they leave compulsory schooling, should be able to speak two languages.
   • Clil had not yet been born. It was called ´content based´.

2. A LITTLE BIT OF HISTORY

   • Clil used to be called ´Content-based´ learning.
   • Parents in ancient Rome, (middle and upper classes) tended to educate their children in Greek.
     • Seeing it as a more prestigious, more academic language.
   • In recent times, children of British upper and middle classes would send girls to "Finishing School".
     • They would complete their education through the medium of French.
   • In Britain, French was considered to be the superior living language for academic study.
     • And the perfect complement to a thorough knowledge of Latin.
   • The acronym CLIL was originally defined in 1994, and launched in 1996 by UNICOM.
     • University of Jyvaskyla (in Finland) and the European Platform for Dutch Education.
   • Clil was meant to describe educational methods where subjects are taught through a foreign language with dual -focused aims.
     • Namely the learning of content and the simultaneous learning of a foreign language.

3. WHY NOW?

   • The answer would seem to lie in the phrase ´post-modern´.
     • Post-modernity refers to a period that has undermined and then replaced the ´modern´ world.
   • Modernity was encapsulated by the death of the "Ancien Régime" giving rise to a society based on social classes.
   • The results of capitalist economies, secularism, the Industrial Revolution, regicide the rise of modern states meant that languages needed to be codified and standardsed.
     • Languages came to symbolise national identities.
     • Suddenly, this world seems to have been swept away by globalisation.
   • The emergence of English as the world´s lingua franca pre-dates the post-modern era.
     • So many people are learning English that it seems strange to write that it is still being "learned as a foreign language".
       • The term "EFL" English as Lingua Franca has been coined recently.
   • As English becomes an essential add-on to any curricular programme around the world.
     • It is a core skill.
       • A subject that pupils learn in order to do something else.

4. CURRICULUM CONSTRAINTS

   • It is difficult to study ICT, or to even dream of advancing academically within it, without some knowledge of English.
   • In many European countries where English was socio-culturally quite advanced (Holland, Austria).
     • English functioned as an unofficial second language.
   • All that was needed was a subject teacher who spoke an acceptable level of English.
     • And who possessed enough self-confidence to deliver the content through another language.
   • The level of ages was never going to be limited to say upper secondary or tertiary education.
     • Foreign language was introduced at 11, 8 now it is introduced at the age of 6 or even 4 (depending of the linguistic context)
   • In standards CLIL contests in secondary education, the objective is to teach the subject content.
     • The difference is that English is the vehicle for the learning, not the object.

5. THE PROBLEM WITH LANGUAGE TEACHING

   • Clil needs to do things better than its predecessors.
     • It needs to have long-term appeal.
   • Grammar Translation became obsolete.
     • This enphasised from structuralist view of language to a more functional one.
       • Languages wete there to be spoken, to be produced.
   • Between the mid 1960´s and the mid 1980´s Teaching English as a Foreign Language became an industry

6. SLAVES TO THE LANGUAGE. ´DISPOSIBLE´ CONTENT

   • GT felt that the content was the language itself.
     • The tenses were practised deductively and always labelled.
       • Learners never were required to express an opinion in the target language.
         • Debates were unthinkable and not seen as beneficial to the learning of the target language.
   • Humanists felt that content should be personalised.
     • Standard EFL textbooks began to produce chapters entitled "My interests", "My family" and "My feelings".
       • The notional-functional school of thought was insisting on real-life content.
         • Themes which would contain a high level of "notional" language.
   • A "humanist" textbook might encourage a student to talk about his/her feelings during chilhood.
     • This could be called "disposible content", and shows the basic problem in language teaching.
       • It creates a problem when the textbook talks of the material being "motivating".
         • Topical content seems to be disposible. It is a slabe to the linguistic objective.

7. HOW DO WE DECIDE ON THE CONTENT?

   • The basic principles for course design are selection and grading.
     • The criterion for selection is the utility of a body of content and for grading we talk of the content´s learnability.
       • The relevant structures are presented in very basic terms.
   • In standard language teaching there is an excessive prioritisation of the "learnability criterion.
     • And almost complete neglect of the "utility one.
       • The content is the text chosen by the authors enables the practice.
   • Language teaching appears to lack:
     • 1.- Conceptual authenticity/depth (disposible content).
       • 2.- Functional logic.
         • 3.- Conceptual continuity.
   • In language teaching, there appears to be a problem at the heart of practice.
     • A problem that was never solved by methodological innovation.
       • The question of content, Clil claims to have the answers.

8. TOWARDS A DEFINITION OF CLIL

   • Content and Language Integrated Learning (CLIL) refers to any dual-focused educational context in which an additional language [...], both are always accommodated.
     • Conceptual content
       • It is "content-based" or "topic-based" also a task-based approach.
         • Clil cannot possibly be taking place in the absence of real content.
       • A clil type framework can test itself against the CLIL definition by considering the extent of its conceptual sequencing.
     • Content
       • Is: Topics, themes, concepts.
         • There is no necessary hierarchy.
       • Subjec-related skills (procedures).
       • Attitudes (Moral basis of content)

9. TASKS - PRODUCT OR PROCESS?

   • BLOOM´S TAXONOMY
     • Bloom said that you cannot measure "Understanding", but that you could measure "Describe".
       • "You cannot measure "knowledge", but you can measure "Arrange".
         • This is a crucial consideration, since the word "objective" can have no validity in education unless it can be tested.
   • SYNTHETIC OR ANALYTIC?
     • The traditional grammatical (linguistic) syllabus is synthetic.
     • The task-based (process) syllabus is analytic
       • The task-based (process) syllabus is analytic.
   • CLT?
     • Three trends
       • Communicativeness
       • Tasks
       • Meaningfulness
   • MEANINGFUL CONTENT
     • If the methodology is right, if the sequencing has been coherent. If Students have preprared the discussion in the appropriate way and the languae framework has been carefully considered it is meaningful.
       • If students are involved, then the discussion constitutes "real communication".

10. REFERENCE: UNIVERSIDAD IEXPRO. PROFESSOR´S NAME: KARINA GPE. DIAZ. P. SUBJECT: CONTENT LANGUAGE INTEGRATED LEARNING. CLASS ANTHOLOGY 2020. CHAPTERS 1 AND 2.

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