COMMUNICATIVE
APPROACHES

- Make real communication the focus of language learning.

- Interaction between the learner and users of the language.

- Master both language and content simultaneously.

- Meaningful, purposeful interaction.

- Acquire not just grammatical competence but also the knowledge of what is ‘appropriate’ language.

- Native and nonnative speaker interactions, as well as nonnative and nonnative speaker interactions

Target language

Focus greater attention on diversity among learners and view these differences as resources to be recognized, catered to, and appreciated.

Many CLIL lessons expose students to different cultures and perspectives.

- Develop learners as intercultural speakers or mediators who are able to engage with complexity and multiple identities and to avoid the stereotyping which accompanies perceiving someone through a single identity.

- Perceive the interlocutor as an individual whose qualities are to be discovered, rather than as a representative of an externally ascribed identity.

- Participant and guide.
- Resource and needs analyst.
- Monitor.

- Scaffolds activities so that learners can manage to do them.
- Feedback provider.

- Develop skills, attitudes and awareness of values just as much as to develop a knowledge of a particular culture or country.
- Help learners ask questions and to interpret answers.
- Encourage learners’ awareness of their own abilities in intercultural competence.

Participate in classroom activities based on cooperative learning.

- Interact and negotiate meanings.
- Actively engage in cognitively demanding tasks.
- Work in pairs or small groups.

- Intercultural speaker capable of noticing and establishing relationships between his own cultural beliefs, behaviours and meanings and those of his interlocutor’s language.
- 'Make the strange familiar and the familiar strange.’
- Share their knowledge with each other and discuss their opinions.

Authentic Material