Clil

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INDEX

Assignment Instructions ………………………………………………………….… 3

Essay …………………………………………………………………………............5

Bibliography………………………………………………………………………….12

In the world of English teaching, each new approach that arises is considered innovative and offers new solutions to the problems its predecessor could not solve. Nowadays, the Communicative Language Teaching (CLT) is the most common approach used in the world; however, there are certain aspects that could be improved such as disposable content, the lack of functional logic and conceptual continuity. These weak points have caused the search for a new approach. Content and Language Integrated Learning (CLIL) is the new approach that tries to provide innovative solutions to the current problems language teaching approaches face. The purpose of this assignment is to analyse if CLIL can be considered the approach for the future. This analysis will consist of the following sections. The first section looks at the definition of CLIL. Section 2 deals with the context where CLIL takes place that is an international and a local perspective. The third looks at the problems for implementing this approach in our context: Perú. Section 4 looks at the advantages of CLIL. Finally, some conclusions about the CLIL’s situation for the future will be provided.

According to David Graddol in Ball (2012, p.17), CLIL is “an approach to bilingual education in which both curriculum content and English are taught together. It differs from simple English-medium education in that the learner is not necessarily expected to have the English proficiency required to cope with the subject before beginning study.” Graddol states that the focus on learning is on the content (subjects such as history or science) as well as English which is considered a vehicle for learning content. He also emphasizes the fact that students do not need to be language proficient to learn the content because they will pick up the language when studying the subject in a meaningful, contextualized and natural way. We consider that by learning language through content, students will benefit as they do not have to worry consciously about the structures and grammar. Sometimes being too aware of structures can demotivate students.

In this way, CLIL offers a new way of learning English through content; however we believe it is important to consider the context where it takes place because it will have an impact on how successful students will be at learning the foreign language. For the purpose of this assignment, we have considered 2 contexts: the international context focusing especially on the European Union (EU) and our country: Perú.

We believe that the EU is the ideal place for CLIL for its linguistic policy, the exposure to English and socioeconomics and geographical features. In 1995, a new linguistic policy based on plurilingualism was adopted. All European citizens should speak 2 foreign languages by the time they finish their compulsory studies. (Ball: 2012). This policy caused the improvement of foreign language teaching and methods. In such a context, students are encouraged to study foreign languages by the State which also worries about the methods used and the teachers’ training. In addition to the linguistic policy, students are exposed to English everywhere: in the streets, in the schools, etc, which helps them not only reinforce what they are learning at school but also learn new language features. Finally, the EU is a context where all countries are closely connected by geography and economics. In a context like this, students and teachers feel comfortable using CLIL because they have the necessary tools to take advantage of this new approach: easy access to the language everywhere and the linguistic policy which fosters learning foreign languages. We believe that the State plays...
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