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The Need For Content and Language Integr

This document discusses Content and Language Integrated Learning (CLIL), an approach where an additional language is used as a medium to teach academic content subjects. It outlines that CLIL teachers need competence in areas like learner needs, planning, multimodality, interaction, subject literacies, evaluation, cooperation and reflection, and context and culture. The document also notes advantages of CLIL like developing confident learners and enhanced academic and communication skills. However, it acknowledges problems CLIL teachers face such as lack of materials, collaboration, and properly integrating content and language. It stresses the need for a focus on both increasing content in foreign language lessons and using the foreign language in subject classes.

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andreshostia
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12 views

The Need For Content and Language Integr

This document discusses Content and Language Integrated Learning (CLIL), an approach where an additional language is used as a medium to teach academic content subjects. It outlines that CLIL teachers need competence in areas like learner needs, planning, multimodality, interaction, subject literacies, evaluation, cooperation and reflection, and context and culture. The document also notes advantages of CLIL like developing confident learners and enhanced academic and communication skills. However, it acknowledges problems CLIL teachers face such as lack of materials, collaboration, and properly integrating content and language. It stresses the need for a focus on both increasing content in foreign language lessons and using the foreign language in subject classes.

Uploaded by

andreshostia
Copyright
© © All Rights Reserved
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
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HOW TO TEACH CONTENT

SUBJECTS IN ENGLISH
(CBI-CLIL)

By:
Sergio Andrés Medina
Carlos Andrés Hostia
Is an English
teacher trained
to teach other
subjects?

2
Content-based instruction
(CBI)
Structure of the
Framework
 The framework for each area is presented as a grid
showing the various dimensions of teacher
competence and development.
It has five columns:
 KNOWLEDGE: CLIL teachers need to know .…
 VALUES: CLIL teachers need to appreciate...
CLIL teachers need to be able to...
 SKILLS:
 TEACHER DEVELOPMENT ACTIVITIES: CLIL teachers
can develop values and skills by...
/ LEARNING OUTCOME: CLIL teachers can
 ACTIVITY
provide evidence of competence in the area of
XXX with…
8 areas of CLIL teacher
competence
LEARNER NEEDS
PLANNING
MULTIMODALITY
INTERACTION
SUBJECT LITERACIES
EVALUATION
COOPERATION AND REFLECTION
CONTEXT AND CULTURE
Advantages to the CLIL
approach
CLIL
 develops confident learners
 enhances academic cognitive processes and communication
skills.
 encourages intercultural understanding and community
values
 learners become more sensitive to vocabulary and ideas
presented in their first language as well as in the target
language
 learners gain more extensive and varied vocabulary in the
target language
 learners reach proficiency levels in all four skills of L, S, W, R

Source: Johnstone, R and McKinstry, R (2008) Evaluation of Early Primary Partial Immersion
document

 ‘CLIL induces the learner to be more cognitively active


during the learning process’,

Source: Van de Craen, P, Mondt, K, Allain, L and Gao, Y (2008) Why and How CLIL Works
6
Problems with CLIL
CLIL teachers admit having some problems:
 the lack of materials available,
 the absence of collaboration,
 the lack of interest from the teachers of the
same class or of the same school,
 having difficulties in properly integrating
content and language,
 creating an authentic and real setting in the
classroom.

Source: Infante, D., Benvenuto, G., Lastrucci E., (2009)


The Effects of CLIL from the Perspective of Experienced
Teachers In. Marsh, D. and Mehisto; P. Wolff, D., Aliaga, R.,
Asikainen, T., Frigols-Martin, M. J., Hughes, S., Langé, G.,
(eds.) CLIL Practice: Perspectives from the Field.
http://www.icpj.eu/?id=title
7
What do we need?
 Focus on both: increasing content in FL lessons and
the use of FL in a subject class
 Integration of FL and content-specific skills
 Team teaching, collaboration, observing≈reflective
practice (constant dialogue across different
departments)
 Material development (awareness of CLIL pedagogies),
authenticity, sharing (Resource Banks – IT, subject )
 Learner (learner-centred approach,
LbT≈microteaching, cooperative learning)
 Stakeholders
 Benchmarking (teaching, learning, assessment,
training)
 Assessment
 Quality assurance (Komorowska, 2010: 65-66)
(accreditation for CLIL courses?)
8

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