CLIL(CONTENT LANGUAGE INTEGRATED LEARNING)
WHAT IS CLIL?
WHY CLIL?
TO PROMOTE FOREIGN LANGUAGES
TO PROMOTE MIMORITY LANGUAGES
COMMUNICATIVE APPROACH
ADQUISITION OF NEW LANGUAGE
STRUCTURES
SECOND LANGUAGE LEARNING IS AN INTEGRAL PART OF SOCIAL AND COGNITIVE DEVELOPMENT IN SCHOOL
IT RESPECTS THE SPECIFICITY OF LANGUAGE USE
CLIL PRINCIPLES
Topic principal
COMMUNICATION
USING LANGUAGE TO LEARN
WHILST LEARNING TO USE LANGUAGE
CULTURE
exposure to
ALTERNATIVE PERSPECTIVES
SHARED UNDERSTANDINGS
CONTENT
Progression in
KNOWLEDGE
SKILLS
UNDERSTANDING
COGNITION
developing thinking skills
linking
CONCEPT FORMATION
UNDERSTANDING
LANGUAGE
THE LANGUAGE DIMENSIÓN
Improving the 4 skills
Developing oral communication skills
Deepening awareness of mother
tongue and target language
Developing plurilingual interests
and attitude
Introducing a target language
THE LEARNING DIMENSION
Complementing individual learning skills
Diversifying methods and forms
Increasing learning motivation
ESSENTIAL ELEMENTS
Make it relevant for students, connect with their lives and culture
Provide a variety of languages models and resources
Create a wealth of opportunities to use the languages
Communication is of primary importance
Give importance to L2, use it outside the classroom
Set high, but realistic expectations
Find way to recognizing students effort and success
Create a psychologically and phisically save environment
Consistently use of language
In the beggining it is acceptable to use L1
Speak slowly and articulate clearly
Use an appropriate level of language
Use mime, gestures,visual aids.To reinforce meaning
Repetition is required
SPECIFIC ELEMENTS OF A DEFINED CURRICULUM
THE CULTURE DIMENSION
Building intercultural knowledge and
understanding
Developing intercultural communication skills
Learning about neighbouring countries
regions or minority groups
Introduciing the widerr cultural context
4 language skills
ORDER OF THE LANGUAGE SKILLS
LISTENING
SPEAKING
READING
WRITING
THE CONTENT DIMENSION
Providing opportunities to study content through different perspectives
Accessing subject-specific target language
terminology
Preparing for future studies or working life
SITUATIONS IN WHICH SUBJECTS ARE TAUGH THROUG A FOREIGN LANGUAGE WITH THE LEARNING OF CONTENT AND THE SIMULTANEOUS LEARNING OF A FOREIGN LANGUAGE
the major concern in Education and
not multilingualism
multilingualism is the added value
methodology at the core of the approach
