Scribd
Upload
57 views

Assignment 1. Mind Map

This document discusses content and language integrated learning (CLIL), an educational approach where language is learned through non-language subjects. It was defined in 1994 for European curricular programs. CLIL has 3 pillars - communicativeness, tasks, and meaningfulness. It differs from a grammatical syllabus which is product oriented and synthetic, while CLIL is process oriented and analytic using real content with continuity and sequencing. Course design considers concepts, procedures, attitudes, time, culture, and politics. The document references sources that further explain CLIL principles and its definition according to Eurydice in 2006.

Uploaded by

Maestros Plantel Bayito
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
57 views

Assignment 1. Mind Map

This document discusses content and language integrated learning (CLIL), an educational approach where language is learned through non-language subjects. It was defined in 1994 for European curricular programs. CLIL has 3 pillars - communicativeness, tasks, and meaningfulness. It differs from a grammatical syllabus which is product oriented and synthetic, while CLIL is process oriented and analytic using real content with continuity and sequencing. Course design considers concepts, procedures, attitudes, time, culture, and politics. The document references sources that further explain CLIL principles and its definition according to Eurydice in 2006.

Uploaded by

Maestros Plantel Bayito
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 1

COMMUNICATIVE LANGUAGE CONTENT AND LANGUAGE BLOOM’S TAXONOMY

TEACHING INTEGRATED LEARNING (CLIL)

6-level cognitive hierarchy


3 pillars defined and emerged

Communicativeness. Promote
in 1994 for European curricular programs  Evaluation
real communication.
 Synthesis
Tasks. Create the need for
 Analysis
language use.  Application
Meaningfulness. Process the DEFINITION DIFFERENCES  Understanding
activities more effective.  Knowledge

PRINCIPLES 3 domains
TEACHERS A medium in the
Grammatical syllabus is
teaching and
product oriented and
learning of non-  Affective
should synthetic
 Utility and language content  Psychomotor
learnability (Eurydice, 2006).  Cognitive
Task-based syllabus is
 have acceptable  Sequencing process oriented and
level of English and content analytic.
 deliver real-life COURSE DESIGN
content REFERENCE:
Real content has
blocks factors
continuity.  Díaz, K. (2020). Content
Language Integrated
 Concepts, Conceptual content has Learning. IEXPRO Anthology.
 Time sequencing.  Eurydice (2006). Content and
 Procedures Language Integrated Learning
 Culture
 Attitudes at school in Europe. Brussels:
 Nation’s politics
Eurydice European Unit.

You might also like