Essentials and Complementary Perspectives of CLIL

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Essentials and Complementary Perspectives of CLIL

English for Specific Purposes (ESP)

Use of English in different types of Business

Like

Nursing

Legal English

Tourism

Scientific

Content Based Instruction (CBI)

According to Curriculum

Aimed at needs of groups of students

Use of authentic language

Based in subject matter

Study of

Content material

Language

Cognitive Academic Language Approach (CALLA)

Its aims are

Self-assessment

To develop team work

To choose strategies

Culture knowledge

To improve autonomy

Consisting of 3 modules

Related to the curriculum

Development of academic language

Learning strategies

Created to

Help students with a weak English speaking and writing Chamot and O’Malley (1987, 1994)

Improve skills in a foreign language and content concepts through the medium of the language.

Sheltered Instruction

It is aimed to

Develop the language competence

Promote sociocultural awareness

Integration of meaningful language and content

Students with basic English in classrooms with

Native speakers and English learners

English learners

SIOP Model

Based on

Lesson delivery

Promotes

Adaptation of lesson according to the students' level

Students' engagement at 90%-100%

Content and language objectives

Review/Assessment

Comprehension and learning of students

A feedback of the work

Key concepts

Practice/Application

Provides

All kind of skills

Activities related to content and language

Material

Interaction

Clarify concepts in L1

Group work helps with objectives

Provides discussion

Strategies

Where students

Make use of types of questions

Learn to use strategies

Work step by step

Comprehensible Input

Use different methods

Helps with clear explanations

Building background

Key vocabulary

Past learning vs. new concepts

Students' experiences

Preparation

Considers

Meaningful activities with English language and lesson concepts integrated.

Adaptation of the content

Content objectives

Project Based Learning (PBL)

Depth research

The quality of the result

Improving different skills for social interaction (communication, management, self-assessment, etc.)

Content

Students

Are assessed individually

Are prepared for a Project

Work generally in groups

Look for solving an specific problem or challenge

It takes periods from a week up to a semester

Task Based Language Teaching (TBLT)

Focused on

Communication problems

Developing students confidence

Assessment in outcomes (real world tasks)

Authentic language (meaning)

Asking students for task completitions

Communicative Language Teaching (CLT)

Teaching process which promotes

Fluency and accuracy.

Use of language with purposes of meaning.

Active pariticpation in students. And teachers as guides.

Autonomy and strategies.

Real life expressions.

Teaching languages for communication. (Harmer,2012)

It is the Nature of language learning and teaching. (Brown, 2007)

Develop the Communicative Competence. Promotes abilities or skills to maintain a speech in a community (Hymes, 1972).

Hard CLIL

It is the total immersion of CLIL: Language and Content are taught at the same time.

Soft CLIL

It is focused more in content. Use of grammar samples and readings.

CLIL Teachers

They are

Supported by the country system

Language usage promoters -conscious of cognitive process.

Planners and evaluators

Not all language teachers

They work as team