Transcript Content and Language Integrated Learning in Higher Education

Niki Stokes ETI MALTA September 2013
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Why is it so Important to Learn
Languages in Today's World?
 Educational reasons
 Economic reasons
 Cultural reasons
 Political reasons
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Content and Language
Integrated Learning
 Language learning and teaching is currently a much
debated educational issue in Europe
 CLIL is one of the innovative methods in language
learning and teaching
 It is one of the best responses to the modern,
globalised, integrated world
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What is CLIL?
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What is CLIL?
 The term CLIL has been in use since 1994
 CLIL is an umbrella term which encompasses different
forms of using language as a means of instruction
 CLIL can be practised in any language, not only in
English
 CLIL appeals to Generation ‘Y’ – people born after
1990 who ‘learn as they use, use as they learn’
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Content and Language
Integrated Learning
Educational
approach with
dual focus
Language
Study
+
Subject
Study
Integration
Content and Language Integrated Learning,
Svetlana Artioushevskaia, May 01, 2012
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The World of CLIL
Content and
Language
Integrated
Learning
Immersion,
Bilingual,
Enriched
Programmes
English and
other
languages
1994
Generation Y
Dominance of
English in Further
Education
Europe and
Asia
Content and Language Integrated Learning,
Svetlana Artioushevskaia, May 01, 2012
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Definition of CLIL
Content and Language
Integrated Learning (CLIL)
is a dual-focused educational approach
involving the integration of
second/foreign/target language study
with the study of a non-linguistic
subject instructed in that language.
Content and Language Integrated Learning,
Svetlana Artioushevskaia, May 01, 2012
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What are the 4 ‘C’s – which should be
included in every CLIL lesson?
 Content - Progression in knowledge, skills and understanding
related to specific elements of a defined curriculum. (It should
not repeat the content learnt in other lessons!)
 Communication – Using language to learn and learning to use
language. Language does not follow the grammatical
progression found in language-learning settings
 Cognition - Developing thinking skills which link concept
formation, understanding and language
 Culture- Understanding of others with deepened feelings of
community and global citizenship
(David Marsh)
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Basic Principles of CLIL
 It is the subject matter which determines the
language needed to learn
 The subject is taught in simple easily comprehensible
ways, using diagrams, illustrations, graphs,
highlighted terms, etc.
 Language is used to learn as well as to communicate
 All four language skills (listening, reading, speaking
and writing) should be combined
 Close co-operation and collaboration between
teachers is important
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Success of CLIL
 CLIL is one of the world’s fastest developing areas of
language teaching, especially within Europe and Asia
 CLIL is effective for all ages of learners, from primary
through to adults
 CLIL is growing due to the dominance of English
language in higher education
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What are the Benefits of CLIL?
 Development of language competence and intercultural
communication skills
 Increased motivation in both the language and the subject
being taught
 Cultural awareness
 Internationalisation
 Preparation for both study and working life
 Rejuvenates teaching
 Professional satisfaction for teachers
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What are some of the Discouraging
Factors to a CLIL Programme?
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Who is to teach CLIL - language or subject teachers?
Insufficient knowledge of the content or the language
CLIL is complex
Lack of resources
No single model for CLIL – the context is to be taken into
account
Teacher overload
New kinds of collaboration between subject specialists and
language specialists are required
Difficulties in assessing of content and language
Learners may revert to L1
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Don’t forget, a successful CLIL lesson should
combine elements of the following:
Content
Expansion of knowledge, skills and
understanding related to specific elements of
the desired curriculum.
Communication
Using language to learn whilst learning to use
language.
Cognition
Developing thinking skills which link language,
understanding and concept formation.
Culture
Exposure to alternative perspectives and shared
understandings, to improve awareness of
differing cultures.
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References
1.
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6.
Content and Language Integrated Learning Svetlana
Artioushevskaia (May 01, 2012)
Content and Language Integrated Learning European
Commission.
Van de Craen, Piet (2002). Content and Language Integrated
Learning, Culture of Education and Learning Theories
Content and Language Integrated Learning (CLIL) Lanqua:
Language Network for Quality Assurance
Content Language Integrated Learning (CLIL) SKOLA
Workshop Session 2. onlinelessons, 19.05.2009.
Content Language Integrated Learning (CLIL) SKOLA
Workshop Session 3. onlinelessons, 19.05.2009.
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