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13 views

W2 ClILpptx PDF

Uploaded by

allissonsedan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Didáctica para la enseñanza del Ingles

Getting to
know each
other
Game of truths and lies
Write down two truths and
one lie about yourself.
Introduce the three facts to
the group and we will try to
guess the lie.
Now... To the point
Welcome to Didáctica para la enseñanza del
Ingles!
• Logro: Al finalizar el curso, el estudiante diseña un proyecto educativo para
la enseñanza del inglés como lengua extranjera en donde se evidencian los
principios y las técnicas del CLIL (Content Language Integrated Learning) y
la aplicación del desarrollo de las cuatro habilidades básicas del idioma en un
contexto constructivo.

• Los productos desarrollados en el curso sustentan una investigación acerca


del enfoque CLIL y buscan desarrollar las cuatro habilidades básicas del
inglés. A través de la búsqueda de información desarrollan una propuesta
pedagógica para su portafolio profesional, pertinente y creativa, utilizando el
CLIL como medio para el desarrollo de ingles como lengua extranjera.
Semester
schedule
This is the plan

Jul Dec
EVIDENCIA FECHA Descripción

CL 1 Semana 4
CL 2 Semana 6
Trabajo Parcial Semana 8 Demuestra progreso en el
proyecto y objetivo claro
siguiendo una rúbrica
TB 1 Semana 11 Ensayo
TB 2 Semana 13 Exámen Teórico con Bitácora
TB 3 Semana 13 Participación
Examen final Semana 16 Presentación final del proyecto
Now to the real point...

Teaching English as a foreign language


using CLIL

Using English as a medium of instruction


for non-language curricular content.

Why?
https://www.youtube.com/watch?v=xTsB
HvnCnjs
Purpose of CLIL
• CLIL is not only about using an additional
language(AL) as a medium to teach subject
content. The approach aims to build and reinforce
learners’ knowledge of other disciplines while
using the language to solve problems and
develop critical thinking.
• The approach was conceived to enable learners
to improve their communicative (i.e. person-to-
person and intercultural) and cognitive skills while
they are building knowledge of norms and
conventions specific to both the language and
content they are studying.
• Since the 1990s an increasing number of
European institutions have incorporated CLIL into
their curriculum. At the same time in other parts of
the world, multiliteracy education has increasingly
become a norm.
CLIL Background

• CLIL was not originally intended as


a content and language teaching
approach. Rather, the original aim
was the development of an
“innovative foreign language teaching
method” which could
• (a) respond to changing demands
and needs in language learning,
• (b) promote plurilingualism
• (c) create synergy for the
economic development of a
plurilingual Europe.
This search for a foreign language
teaching method that would increase
exposure to AL
• Increase opportunities for the teaching
and learning of foreign languages;
• Encourage the teaching and learning of
Resolutions the less widely used languages of the
Community;
of CLIL
• Promote innovation in foreign language
pedagogies and training.

Achieving better linguistic and


communicative competences, using
authentic language situations, increasing
learner motivation, providing more
exposure to AL learning could not be
accomplished without allocating more
teaching hours on the school curriculum.
• Exposure to meaning.

• Comprehensibility
• Quantity
• Authentic
• Varied
• Processing of meaning

• Processing of form

• Language production
ROLE AUDIENCE FORMAT TOPIC
Song
School Parent(s)

Teaching
Radio English
advertisement through
content
TV
advertisement
Language Tryptich
Language Tryptich
The idea that language is ‘a tool for learning’ and ‘an object of learning’ originates from
Vygotsky’s ideas. The ‘language triptych’ concept was explained by Coyle as follows:
• Language of learning: learners need to reflect on and analyse
the language specific to the subject and thematic content they
are learning [i.e. building awareness of different genres and
variations in language use – language as an object of
learning (Vygotsky, 1978, 1986)];
• Language for learning: learners need the language to operate
in the classroom setting effectively and they need to understand
and do classroom tasks using the language [e.g., peer-
scaffolding, asking questions, giving explanations – language as a
tool for learning (Vygotsky, 1978, 1986)];
• Language through learning: Learners learn the language and
content through active involvement and simultaneous use and
reflection (Coyle et al., 2010) [i.e., the synergistic use of
language (as an object of learning and a tool for learning) and
content to build new knowledge through reflection (Vygotsky,
1978, 1986)]. “Language through learning is predicated on the
sociocultural tenet that learning cannot take place without the
active involvement of language and thinking…” (Coyle, 2007:
553).

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