CLIL_1

CLIL_1

1. DEFINITION

   • Content and Language Integrated Learning
     • is an approach that concern intercultural knowledge focusing in the languages and the meaning methods, this educational approach evolving the teaching and learning strategies of how subjects are taught though the medium of a non-native language.
       • CLIL refers to:
         • to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content and the simultaneous learning of a foreign language.
     • Some aspects to consider:
       • 1- Introduce learners to new concepts through studying in a TL.2-Improve learners’production of TL. 3- Improve learners’ performance in the curricular subject. 4- Provide materials which develop thinking skills from the start. 5-Increase learners’ confidence in the TL and L1. 6- Encourage the value of community and citizenship.
     • TYPES OF CLIL
       • Some places teach topics from the curriculum as part of a language course this is called SOFT CLIL, one where lesson subjects, or parts of subjects, are taught via a foreign language with dual-focused aims, and where learning is a combination of both language and content.
       • Other places teach programmes where almost half the curriculum is taught in the target language this is called HARD CLIL, the language driven approach mean foreing language classes using more content that is common of such programmes or using didactic units which make greater use of subject based content, the language driven approach has language learning as its basic objective

2. HISTORY

   • The term CLIL was ‘invented’ by David Marsh at University of Jyväskylä in Finland in 1994
   • Let’s go on with a bit of a history. Although the word CLIL was coined not a long time ago, in 1994, CLIL is not a brand new phenomenon at all.
   • A more recently recorded fact, which can be described as the first example of modern CLIL was in 1965 in Canada. English speaking parents who were living in the French quarters of Quebec were worried because they saw their children were in disadvantage with French speakers. So, they asked the Government to produce immersion of programmes in the schools so that they learned the subjects in French (instead of French). This idea apparently spread all over Canada and the rest of the world.
   • In the 1970s appeared more bilingual immersion programmes for people of different backgrounds and there was an increase of awareness that language and content should go hand-in-hand. This is actually a very brief history of CLIL but it makes us realise that nothing is brand new but it has just been recycled and brought into fashion again. And I think that in such a global-like world CLIL is key to be able to step out in our society in a firm permanent way. We need to learn languages, more than one if it is possible and CLIL is definitely a very useful tool.

3. FEATURES

   • Some concrete aspects
     • 1. “curriculum concepts being taught through foreign language… appropiate to the grade level of the students” (Curtain and Pesola, 1994: 35). 2. ´´Content do not need to be academic; it can include any topic, theme, or non-language issue of interest or importance to the learner” (Genesee, 1994: 3) 3. “What we teach in any kind of content-based sourse is not the content itsel but some of the discourse of that content” (Esky, 1997: 139-140)

4. STRATEGIES

   • -Information gathering skills (questioning) -Organizing skills (categorizing, comparing) -Analysing skills (identifying main ideas, attributes, realtionship patterns) -Generating skills (Inferring, predicting, etc…)

5. METHODS

   • 1. Enhance students involvement. -Using particular cases before moving on to general topics. -Project work 2. Facilitate comprehension. -texts written for older children and adolescents -comprehension tasks -brief teacher explanations 3. Promote student-student interaction. -Negotiation of meaning= input comprehensibility -Student-student interaction= use of exploratory language. -proficient peers can help less proficient ones -students need training in production and reception strategies(marking lack of understanding, asking for clarification, repeating, stressing a problematic word, paraphrasing) 4. work on academic skills and strategies that characterizes the subject matter. -interpretation of visuals -use of flowcarts and time lines to organize information -cause and effect relationships