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“STEPPING INTO CLIL: USING LANGUAGE TO LEARN, LEARNING TO USE LANGUAGE

“STEPPING INTO CLIL: USING LANGUAGE TO LEARN, LEARNING TO USE LANGUAGE. WHAT IS CLIL?. learning a (content) subject through the medium of a foreign language and learning a foreign language by studying a content-based subject. WHAT DOES CLIL REQUIRE?.

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“STEPPING INTO CLIL: USING LANGUAGE TO LEARN, LEARNING TO USE LANGUAGE

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  1. “STEPPING INTO CLIL: USING LANGUAGE TO LEARN, LEARNING TO USE LANGUAGE

  2. WHAT IS CLIL? learning a (content) subject through the medium of a foreign language and learning a foreign language by studying a content-based subject

  3. WHAT DOES CLIL REQUIRE? it requires that teachers involved in CLIL are both competent as teachers of the subject matter, for example science or geography, and also have adequate competence in the language being used

  4. WHAT DOES CLIL REQUIRE? it requires a different approach to pre-service and in-service teacher-training

  5. WHAT DOES CLIL REQUIRE? it requires the mastery of a range of teaching skills and pedagogic and didactic knowledge and awareness which are not often part of teacher training.

  6. WHAT DOES CLIL PROMOTE? it promotes competence in a foreign language promotes or supports the development of transversal competences

  7. CLILING OBSTACLES • a lack of fully qualified and/or trained CLIL teachers • a certain reluctance to make the extra effort without additional pay and/or time given • many teachers of science and engineering are still sceptical about the reduction in content they have to make when introducing CLIL components in their own teaching

  8. WHAT DOES CLIL OFFER YOUNG EUROPEANS? The key competences which the European Union has laid out as a challenge for educational systems are effectively provided using a CLIL-based approach.

  9. CLIL is about • IDENTIFYING THE COMPETENCES THAT YOUNG PEOPLE NEED • IDENTIFYING THE COMMUNICATIVE SKILLS THAT ACCOMPANY THESE COMPETENCES • ACQUIRING SKILLS AND CONTENT IN MEANINGFUL ACTIVITIES

  10. SO FAR: THE IMPACT OF CLIL both language and subject teachers are approaching the organisation of the foreign language and other subjects curricula in a new way

  11. THE IMPACT OF CLIL • subject teachers are gradually improving their foreign language competence • subject teachers are using new techniques in their classes • subject teachers are using more and more materials with a “European perspective”

  12. THE IMPACT OF CLIL • foreign language teachers are “repositioning” themselves, gradually improving their subject competences;

  13. THE IMPACT OF CLIL • school curricula are becoming more and more “competence based”, “interactive” and “integrated”

  14. THE IMPACT OF CLIL • networking and mobility experiences with other countries both for teachers and students are now common activities in school life

  15. THE IMPACT OF CLIL • cooperative and collaborativeteaching and learning are becoming more and more popular

  16. ON THE HORIZON: • new training courses, programmes, materials and certifications • new forms of assessment for students and schools

  17. CLIL Cascade Network (2008) Content and Language Integrated Learning Final Report. • EU high level commission on multilingualism (2007) Luxemburg, European Union. • Macmillan, onestopEnglish. http://www.onestopenglish.com/. • Marland, M. (1977) Language across the Curriculum. • Oxford, Heinemann Educational Books.

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