Clil
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
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
Bibliography: BALL, P (Eds) (2012). Content and Language Integrated Learning. FUNIBER. BALL, P & LINDSAY, D. (2010). CLIL in Spain. Teacher training for CLIL.