An Argumentative Essay on the Primary Focus of ELT Syllabus (original) (raw)
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Content and Language Integrated Learning: A Paradigm Shift in ELT
2019
Content and Language Integrated Learning (CLIL) is a recent teaching approach widely adopted in numerous international contexts, round the world. Today, it is being promoted as a way to endorse language learning within the educational system. When implemented, CLIL predominantly involves subject content teachers, using English as a medium to teach their subjects exploring the pedagogy of both, content and English Language Teaching. The purpose of the study is to observe and analyze effective use of CLIL in teaching performance, language development and proficiency. We will also discuss how CLIL pedagogy has brought in a paradigm shift to content-based teaching and task-based language teaching, providing recommendations for effective language pedagogy in CLIL. Further, we will argue that the effective language-pedagogical approaches and experiences can benefit not only CLILt eachers but language teachers as well.
CLIL and the Teaching of Foreign Languages
Procedia - Social and Behavioral Sciences, 2012
Nowadays, some schools across all Czech educational system try to integrate curricula subjects. That means that students use not only their acquired knowledge but also their skills across curricula. Thus, speaking of foreign language tuition, students use English medium to study subjects such as geography, history or mathematics that were originally taught in the native language, in this case in Czech. This type of learning is exploited in the so-called Content and Language Integrated Learning (CLIL), which involves teaching a curricular subject through the medium of a foreign language. The purpose of this paper is therefore to discuss CLIL, its benefits, constraints and tips for teaching.
SUBJECT ASSIGNMENT: CONTENT & LANGUAGE INTEGRATED LEARNING
This paper is a a work about how CLIL can be implemeted in Tuluá city, Colombia. It shows the pros and cons about adopting this approach to teach English as a Foreign Language, taking into account the context, culture, social beliefs, etc.
History and Main Components of Content and Language Integrated Learning Approach (Clil)
Philology matters, 2019
The article is devoted to analysis of the development of CLIL approach which is gaining considerable attention of world educators because of its dual aim: teaching a foreign language through content and teaching content through a foreign language. The material of the study was a theoretical framework offered by the founders of this approach. Objective: to identify the role of the main components of this approach called “4C”s– content, communication, cognition and culture which should be dwelled into every CLIL class-room. Along with it, it presents the principles and ways of integrating CLIL into the school’s educational program. The author focuses on CLIL as an interactive teaching approach, its principles and practice-oriented value. The learning environment created with CLIL in the secondary school education focuses not only on learning a foreign language but also on developing communicative competence in a foreign language. In CLIL classes, schoolchildren participate actively in...
Open Access Library Journal, 2022
Global English language education is expanding rapidly. As a result, many approaches and strategies have been developed to improve the way to teach and learn languages. The purpose of this paper is to provide a brief literature review on a method that gaining popularity lately which is Content and Language Integrated Learning (CLIL). CLIL is a method of teaching a language by integrating non-language contents into the language lessons. The nonlanguage content can be anything ranging from science, social science to literature. Moreover, CLIL can be implemented from elementary school to the university level. CLIL has been proven to be effective for students to learn a new language. At the same time, it helps to develop other skills such as cognitive, cultural awareness, and general academic knowledge. The literature also pointed out several barriers to broadly implementing the CLIL method which are lack of qualified teachers and relevant resources. As a result, it is recommended that school administrators and policymakers should focus on teachers and resources development.
Investigating Content and Language Integrated Learning
2019
Content and Language Integrated Learning (CLIL), introduced in the 1990s, has been gaining considerable ground across the globe in recent years. With this as a backdrop, Liss Kerstin Sylvén provides this latest edited collection which is systematically organized to illuminate a plethora of perspectives of CLIL through a 3-year longitudinal research project Content and Language Integrated Learning in Swedish Schools (CLISS). The volume is arranged in 5 diverse thematic parts, comprised of 16 chapters, and an epilogue by the editor. Covering the first three contributions, part 1 presents the general context and the layout of the CLISS project. In chapter 1 (by Sylvén), the Swedish educational system and the pivotal role of English in Sweden are introduced, followed by a detailed description of the CLISS program including its aims, informants, methods and research team, among others. Paulsrud (Chapter 2) compares and analyzes three official national statistics concerning the scope and extent of CLIL in Swedish schools. Chapter 3 by Apelgren reports and discusses the results from the initial student questionnaire in the CLISS study as regards the participating students' language and home background, extramural language activities in Swedish and English as well as attitudes and experiences of school and classroom work activities. Undoubtedly, these three chapters lay the foundations for the readers to better understand the findings in the succeeding chapters which revolve around the project. Part 2 (Chapters 4-5) is devoted to assessment and motivation with respect to CLIL. Based on data from teacher interviews, questionnaires and teachers' written assessment design, Reierstam and Sylvén (Chapter 4) explore and compare the assessment practices of CLIL versus non-CLIL teachers, as well as those of content versus language teachers. The results indicate that more conscious language-oriented assessment practices need to be established in CLIL instruction. Furthermore, benchmarks for assessment in CLIL should be created to normalize and facilitate assessment procedures. In view of the insufficient amount of research so far on assessment in CLIL, this study is timely and appealing to fill the gap in the literature of its kind. Chapter 5 (by Thompson and Sylvén) looks into the changes in language learning motivation of CLIL and non-CLIL students over their three-year senior high school period. Besides, the addition of the gender factor makes it a unique three-dimensional exploration of motivation, CLIL and gender. Part 3 (chapters 6-9) examines students' proficiency and progress in as well as their contact with English. By adopting the Vocabulary Levels Test (VLT; Nation 2001), Sylvén and Ohlander (Chapter 6) investigate learners' receptive L2/FL English vocabulary knowledge within the CLISS project. Statistically, the CLIL students significantly outscore, both pre-CLIL and at the end of their three-year CLIL program, their non-CLIL peers who appear to stagnate between the two test rounds. The authors argue that even though CLIL students make significant progress at all frequency levels covered by the VLT, there is much room for improvement for both CLIL and non-CLIL students, especially with regard to the more difficult frequency levels and academic words. In Chapter 7, Olsson & Sylvén present a quantitative inquiry over three years into CLIL and non-CLIL students' English writing proficiency, not least their development of productive English vocabulary. The most remarkable finding is that CLIL students do not seem to progress more in their use of either general or academic vocabulary when compared with non-CLIL students, even though they are at a significant advantage at the outset of the investigation. The authors consider that one reason could be the limited focus on productive L2/ FL English proficiency in the participating CLIL classes. Besides, CLIL students might not be challenged in their productive L2/FL English use in the schools. Thus, this study is conducive to reflections on what INTERNATIONAL JOURNAL OF BILINGUAL EDUCATION AND BILINGUALISM
CLIL. Journal of Innovation and Research in Plurilingual and Pluricultural Education
T his paper provides a presentation to Content and Language Integrated Learning (CLIL) aimed at any reader who needs a basic understanding of this approach, be they teachers, teacher educators or education stakeholders in general. The article contextualises CLIL within the European Union (EU) policy intended to promote effective plurilingualism for all, offers a rationale for CLIL and warns policy makers and practitioners of certain practices commonly observed in CLIL settings that may undermine its effectiveness. E ste artículo aspira a familiarizar a cualquier persona interesada -ya sea docente, profesional de la formación del profesorado, o persona con responsabilidades educativas -con el enfoque Aprendizaje Integrado de Contenidos y Lengua (AICLE). El artículo sitúa el AICLE en el contexto de la política lingüística de la Unión Europea (UE) encaminada a promover un plurilingüismo activo para toda la ciudadanía, presenta algunos principios teóricos que fundamentan este enfoque, y advierte sobre prácticas observadas en aulas AICLE que pueden amenazar su potencial educativo.
CLIL at the university level: Relating language teaching with and through content teaching
http://www.coordinadorausa.com/web/casillero.html, 2009
This study explores how the relationship between content and foreign language learning/teaching has evolved over the last few decades, particularly examining how the key concepts of content, language and language learning merge into CLIL. It then presents an analysis of a pedagogical experience: the case of Business English at the School of Economics, Universidad Nacional del Litora, Argentina, and offers some provisional conclusions which can be de-contextualised, generalised and re-contextualised. Key Words: CLIL; content-based teaching; content-based learning; foreign language learning.
Exploring the Use of Content and Language Integrated Learning (CLIL) in Foreign Language Activities
2013
rlhis paper reports on a panicular classroom use of an innovative program for fbreign language activities. This program is Content and Language lntegrated Leaming (CLIL). First, the rationale of CLIL application in Japanese elementary schools is explained. Next, the research design was established and the research class was conducted. Then, the outcomes obtained from classroom observations are discussed and the teachers' interviews examined. The major finding of this study is that CLIL has the potential to deepen experiential learning by using the target language through the content. Under this regimen, the panicipation ofboth the CLIL pupils and homeroom teacher was encouraged, However, several diruculties were also identified in this study. First, the teachers' burden ofpreparation is high. Second, the different opinions among teachers during the proceclure of the CLIL lesson proved problematic. Howeveg the latter finding also highlighted the importance ofnot limiting pupils' potential in a CLIL environment based on their attitude toward other subjects in the Ll, or their limited lariguage abilities. Thus, this argues that CLIL has a potential to be an effective program for foreign language activities.