It is a competence-based teaching approach that is very popular in Europe nowadays, they have taken it within their education system. The purpose of this approach is to teach different subjects in another language, and you learn the language at the same time you learn the curricula topics and develop the correct skills.
This a term was created in 1994 by David Marsh and Anne Maljers. This methodology is a little bit similar from the content-based instruction. It's an approach for learning content through an additional language (foreign or second). The creator had the idea of using the language as a method of instruction, they called this “umbrella term”.
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very useful to develop an attitude of “can do” among learners.
There is a focus on the vocabulary and structures required for the additional curriculum area. Content may include all or part of one or more curriculum areas.
This a term was created in 1994 by David Marsh and Anne Maljers. This methodology is a little bit similar from the content-based instruction. It's an approach for learning content through an additional language (foreign or second). The creator had the idea of using the language as a method of instruction, they called this “umbrella term”.
This approach involves learning subjects such as history, geography or others, through an additional language. It can be very useful to develop an attitude of “can do” among learners.
There is a focus on the vocabulary and structures required for the additional curriculum area. Content may include all or part of one or more curriculum areas.
This approach is very important by the European Commission because it can give learners effective opportunities to use their new language skills now, rather than learn them now for use later. It opens doors on languages for learners, improving their self-confidence and helping those who have not reacted well to formal language instruction in general education. It provides exposure to the language without requiring extra time in the curriculum, which can be of particular interest in vocational settings. This approach involves learning subjects such as history, geography or others, through an additional language. It can be very successful in challenging the learning of languages.
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.
The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners.
- Knowledge of the language becomes the means of learning content
- Language is integrated into the curriculum
- Learning is improved through increased motivation and the study of natural language seen in context. When learners are interested in a topic they are motivated to acquire language to communicate
- CLIL is based on language acquisition rather than enforced learning
- Language is seen in real-life situations in which students can acquire the language. This is natural language development which builds on other forms of learning
- CLIL is long-term learning. Students become academically proficient in English after 5-7 years in a good bilingual program.
- Fluency is more important than accuracy and errors are a natural part of language learning. Learners develop fluency in English by using English to communicate for a variety of purposes
- Reading is the essential skill
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- Noticing of the language by the learners
- Focus on lexis rather than grammar
- Focus on language related to the subject. Level and grading are unimportant
- Pre-, while- and post-reading tasks are as appropriate in the subject context as in the language context.
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Example of Activity:
SOCIAL-SCIENCE / LAND FORMS
Objective: to practice: Grammar: Telling simple present sentences. Vocabulary: land forms and colors.
Process:
Objective: to practice: Grammar: Telling simple present sentences. Vocabulary: land forms and colors.
Process:
- Show the students some pictures of different landscapes and ask them to describe what they see on them.
- Show the students the video about types of land forms “Types of Landforms for kids -a Video Lesson” https://www.youtube.com/watch?v=LwNfvyCXh1k During the video they have to make small drawings of the different types of land forms they see and label them in their notebooks.
- Give your students a piece of paper and some colors. They have to draw and color a landscape and include the land forms they want.
- Ask them to come to the front and explain their drawing using sentences in simple present. Example: This Mountain has many trees on the top. My family is camping next to the river. Etc.
- Projector and computer to show the pictures and the video.
- Pieces of paper and crayons to make the painting
- Notebooks for the drawings