Content and Language Integrated Learning


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Content and Language Integrated Learning Svetlana Artioushevskaia

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Importance of Learning Languages in Today's World Educational reasons Cultural reasons Economic reasons Political reasons

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Language Learning and Teaching: a debated educational issue in Europe Recognized need for plurilingual competence. A state of crisis in foreign language teaching and learning in many countries.

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Content and Language Integrated Learning CLIL is one of the innovative methods in language teaching and learning. It is one of the ways to respond to the recognized need for plurilingual competence in Europe. It is one of the best responses to the modern, globalized, integrated world.

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What is CLIL?

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What is CLIL? Content and Language Integrated Learning English and other languages Dominance of English in Further Education Generation Y Immersion, Bilingual, Enriched Programmes Europe and Asia 1994

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What is CLIL? The term CLIL was first used in 1994. CLIL is an umbrella term which encompasses different forms of using language as medium of instruction. CLIL can be practiced in English and other languages. CLIL appeals to Generation ‘Y’ (those born after 1990 who ‘learn as they use, use as they learn’).

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Content and Language Integrated Learning + Language Study Subject Study Educational approach with dual focus Integration

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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.

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Success of CLIL CLIL is one of the fastest developing areas in language teaching worldwide, especially in Europe and Asia. CLIL is effective in all sectors of education, from primary through to adult and higher education. CLIL is growing because of the dominance of English language in higher education.

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Benefits of CLIL Cultural awareness Development of language competence and intercultural communication skills Internationalization Preparation for both study and working life Increased motivation in both the language and the subject being taught

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Basic Principles of CLIL It is the subject matter which determines the language needed to learn. 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/collaboration between teachers is important.

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A successful CLIL lesson should combine elements of the following:

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Core CLIL Activators (Mehisto, P.,  Bertaux, P.,  Frigols-Martín, M.J.,  2009) The 'Core CLIL Activators' represent a synthesis of key elements of good pedagogy and good CLIL practice.

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Barriers to a CLIL Programme New kinds of collaboration between subject specialists and language specialists are required. New kinds of pedagogical practices are required. CLIL is developing at a faster rate than the training of teachers. For many adults CLIL is counterintuitive (they are not generation ‘Y’). Difficulties in assessment of content and language. Learners may revert to L1. Lack of resources.

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References 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.