CLIL

CLIL

1. Language policy

   • In 1995 The European Council stated that linguistic policy should be based on Plurilingualism
     • All EU citizen should be able to speak 2 languages

2. History

   • Content-based Learning
     • Parents in Ancient Rome educated their children in Greek, seeing it as more prestigious
   • British children (usually girls) complete their education through the medium of French
     • 1950's French was consider to be superior living language for academic study
   • 1970's and 1980's
     • Immerssion Learning Began as a result of English-speaking parentsliving in Quebec who considered that proficiency in French was vital in a French-speaking environment
   • The acronym CLIL was defined in 1994 and launched in 1996 by UNICOM
     • Subjects are taught through a foreign language with dual-focused aims, namely the learning of content, and simultaneous learning of a foreign language.
     • Post modern era, emerged the term ELF. English as a Lingua Franca
       • English became a core skill
         • TEACHING ENGLISH AS A FOREIGN LANGUAGE became an industry
           • The central question is : What is the content of language teaching?
             • Grammar translationist: content was language itself
             • Humanists: content should be personalized
               • Standard EFL textbooks began
                 • Each chapter would possesed a linguistic objective
                   • Encourage student to talk about his feelings
             • How do we decide on content?
               • The basic twin principles for course desing are:
                 • Selection
                   • The utility of a body of content
                 • Grading
                   • Content's learnability

3. Curriculum Constrains

   • Context in secondary education, the objective is to teach the subject content
     • Conceptual Objective

4. Definition

   • Content and Language Integrated Learning (CLIL)
     • Dual-focused educational context in which an additional language,is used as a medium in the teaching and learning of non-language content
       • attention may be predominantly on either subject-specific content or language, both are always accommodated.

5. Content

   • how a curriculum can be divided up
     • Depends on the time, culture and the politics of any given nation, nation-state or autonomous region
       • A more modern interpretation of content is to see it as all-encompassing, so that a particular skill becomes an integral part of the total content. It is ‘Procedural Content’
     • 3 sections or blocks
       • Concepts
       • Procedures/ skills
       • Attitudes
   • Real Content
     • continuity
   • Conceptual Content
     • sequencing

6. Task- product or process?

   • Prabhu
     • Procedural Syllabus
       • List of relevant skills or cognitive operations
   • Nunan
     • Task-based syllabus
       • It is product oriented
         • Emphasizing the learning outcomes

7. Bloom's Taxonomy

   • Benjamin Bloom came up with his famous ‘taxonomy’, of educational objectives published in 1956.
   • divided educational objectives into 3 domains
     • affective
     • psychomotor
     • cognitive
       • Thinking skills
         • higher order
         • Low order

8. Wilkin's distinction between

   • Synthetic
     • the traditional grammatical syllabus
       • It's units are different elements of language, taught separately
   • Analytic
     • It's based on the task as a unit; the learner is exposed to target language hollistically in large chunks

9. Communicative Language Teaching

   • 3 trends
     • Communicativeness
       • Activities that promote real communication
     • tasks
       • Activities that create the need for meaningful language use
     • Meaningfulness
       • if the language is used in an activity is meaningful to the learner, the learning process will be more effective

10. Bibliography: For the information/quotes taken from the anthology given. Class Anthology (2020). IEXPRO University.

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