CONTENT AND LANGUAGE INTEGRATED SKILLS
SUBJECT ASSIGNMENT:
CONTENT & LANGUAGE INTEGRATED LEARNING
The main goal of this essay is to decide whether the CLIL model is the approach for future teaching / learning. In order to do that, aspects such as methodology, materials, the role of teacher / student and the main advantages and disadvantages will be encompassed, all within the cultural reality in which this approach is implemented.
Teaching English is a great challenge in certain countries like Spain where the teaching of modern languages is an almost new conception. It is considered one of the most important languages in the world, it is the first international language as well as the current lingua franca. The implementation of modern languages in the current curriculum has made possible a change in the teaching methodology, since nowadays the teaching of languages prioritizes communication following a communicative approach. Within this context, Content and Language Integrated Learning (CLIL) seems to be a new candidate likely to produce a paradigm shift in the world of language teaching (Ball,2013).
CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. For example, CLIL has involved Spanish children learning science or history in English although the combinations of languages and subjects can be unlimited.
The term CLIL (Content and Language Integrated Learning) was coined in 1994 in Europe although its practice has a much longer history. 'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language '. (Marsh, 1994).This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’
CONTENT & LANGUAGE INTEGRATED LEARNING
The main goal of this essay is to decide whether the CLIL model is the approach for future teaching / learning. In order to do that, aspects such as methodology, materials, the role of teacher / student and the main advantages and disadvantages will be encompassed, all within the cultural reality in which this approach is implemented.
Teaching English is a great challenge in certain countries like Spain where the teaching of modern languages is an almost new conception. It is considered one of the most important languages in the world, it is the first international language as well as the current lingua franca. The implementation of modern languages in the current curriculum has made possible a change in the teaching methodology, since nowadays the teaching of languages prioritizes communication following a communicative approach. Within this context, Content and Language Integrated Learning (CLIL) seems to be a new candidate likely to produce a paradigm shift in the world of language teaching (Ball,2013).
CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. For example, CLIL has involved Spanish children learning science or history in English although the combinations of languages and subjects can be unlimited.
The term CLIL (Content and Language Integrated Learning) was coined in 1994 in Europe although its practice has a much longer history. 'CLIL refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language '. (Marsh, 1994).This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in enhancing the learning of languages and other subjects, and developing in the youngsters a positive ‘can do’
References: Ball, P. (2013). Content and Language Integrated Learning: FUNIBER. Ball, P. and Lindsay, D. (2010), CLIL in Spain, Extract from “Teacher training for CLIL”. Cambridge: Cambridge Scholars Publishing. Coyle, D., Hood, P. and Marsh, D. (2010). Content and Language Integrated Learning. Cambridge: CUP. Marsh, D. (2002): CLIL/EMILE – The European Dimension: Actions, Trends and Foresight Potential. Brussels: The European Union Marsh, D., (2013) The CLIL trajectory Mehisto, P., Marsh, D., & Frigols, M.J. (2008) Uncovering CLIL. Content and Language Integrated Learning in Bilingual and Multilingual Education, MacMillan: Adrian Underhill. Navés, T., & Muñóz, C., Usar las lenguas extranjeras para aprender y aprender a usar las lenguas extranjeras. http://www.ub.edu/filoan/CLIL/padres.pdf Retrieved on November 18, 2014 Content and Language Integrated Learning (2006) http://www.indire.it/lucabas/lkmw_file/eurydice/CLIL_EN.pdf Retrieved on November 17, 2014