Content and Language Integrated Learning (CLIL) Method and How It Is Changing the Foreign Language Learning Landscape (original) (raw)
Related papers
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.
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...
Content and Foreign Language Integrated Learning
Studies in Language and Communication, 2011
Content and Foreign Language Integrated Learning (CLIL) teachers and researchers are in luck with this new volume published by Peter Lang. They will all find good reasons to justify it is worth working on CLIL projects. The articles inside create an oasis in the middle of the desert, a mirror to look themselves into and see others with the same difficulties but also satisfactory results, and a wide range of ideas for further research and study on the field.
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.
CONTENT & LANGUAGE INTEGRATED LEARNING
To begin with, Content and Language Integrated Learning (CLIL) refers to any dual-focused educational context in with an additional language, thus not usually the first language of the learners involved is used as medium in the teaching and learning of non-language content. Our task is to form either a defence or a repudiation of the notion that ‘CLIL is the approach for the future’. We have made a research and we shared our experience so as to arrive to our conclusion, our own perspective. We have taken into account advantages and disadvantages. First of all, we considered the different attempts to a definition, how a curriculum is divided, contents, the very basic considerations, age and cognitive states. We also analysed the types of CLIL practice, for example that it tends to be measured in quantity because the movement is relatively new. Then, the teacher should involve adequate target-language competence, subject-knowledge and materials in the target language, institutional and parental approval of CLIL practice, inter-departmental co-operation and institutional bilingual/multilingual policy across the curriculum.
Attaining Content and Language Integrated Learning (CLIL) in the Primary School Classroom
American Journal of Educational Research 3.4 (2015): 418-426, 2015
In consideration of the need for pupils to start using English as a second language (L2) beyond the 2-3 hour a week compulsory “English lesson” in Italian primary schools, the new Italian National Curriculum Guidelines encourage multilingual education. This official stimulus could lead to the achievement of a more bilingual classroom with increased usage of English throughout the school day, especially through the use of Content and Language Integrated Learning (CLIL) strategies. Teachers need clear, practical indications of easy, brief activities that they can carry out daily in English in their classrooms in the various subject areas and they need to be familiar with the multimedia opportunities that exist to achieve this goal.