CLIL

CLIL

1. WHAT IS CLIL?

   • MEANINGS
     • Content and Language Integrated Learning (CLIL)
     • Aprendizaje Integrado de Contenido y Lengua Extranjera (AICLE)
   • According to...
     • MARSH
       • CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focussed aims, namely the learning of content, and the simultaneous learning of a foreign language'
         • OUR OWN DEFINITION
           • CLIL is a methodology based on using foreign language to teach non-linguistic subjects
     • DO COLEY
       • CLIL is dynamic, a flexible concept where topics and subjects – foreign language and non-language subject/s – are integrated in some kind of mutually beneficial way so as to provide value-added to educational outcomes for the widest possible range of learners.
     • ÁINE FURLONG
       • Generic umbrella term encompassing any activity in which a foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint curricular role.

2. ADVANTAGE

   • A tool for the promotion of...
     • ...foreign languages
     • minority languages
   • Language acquistion is most effective
   • Acquisition of new language structures.
   • Second language learning is an integral part of social and cognitive development in school settings
   • It respects the specificity of language use.

3. DIMENSIONS

   • The culture dimension
     • A. Build intercultural knowledge & understanding
     • B. Develop intercultural communication skills
     • C. Learn about specific neighbouring countries/regions and/or minority groups.
     • D. Introduce the wider cultural context
   • 2. The Environment Dimension
     • A. Prepare for internationalisation, specifically EU integration
     • B. Access International Certification.
     • C. Enhance school profile
   • 3. The Language Dimension
     • A. Improve overall target language competence
     • B. Develop oral communication skills
     • C. Deepen awareness of both mother tongue and target language
     • D. Develop plurilingual interests and attitudes
     • E. Introduce a target language
   • 4. The Content Dimension
     • A. Provide opportunities to study content through different perspectives
       • B. Access subject-specific target language terminology
         • C. Prepare for future studies and/or working life
   • 5. The Learning Dimension
     • A. Complement individual learning strategies
       • B. Diversify methods & forms of classroom practice.
         • C. Increase learner motivation

4. HOW TO DEVELOP IT?

   • Create a psychologically and physically safe environment
   • Consistently use one language ( 1 lang-1 person -1 room)
   • In the beginning, it is acceptable for students to use L1(silent period)
   • Speak slowly and articulate clearly
   • Repetition is required
   • Use an appropriate level of language (communicative approach)
   • Make it relevant for students, connect with their lives, culture…
   • Provide a variety of language models and resources
   • Create a wealth of opportunities to use the language
   • Communication is of primary importance (fluency vs. accuracy)
   • 4 language skills
     • READING
       • LISTENING
         • WRITING
           • SPEAKING
     • SPEAKING
   • Give importance to L2, use it outside the classroom.
   • Set high, but realistic expectations
   • Find way to recognizing students effort and success.

5. 4 Cs

   • COMMUNICATION
     • Using language to learn - whilst learning to use language.
   • CULTURE
     • Exposure to alternative perspectives and shared understandings.
   • CONTENT
     • Progression in knowledge, skills and understanding related to specific elements of a defined curriculum.
   • COGNITION
     • Developing thinking skills which link concept formation, understanding and language