Click on e clil c1-introduction to clil
Download as PPTX, PDF0 likes80 views
CLIL (Content and Language Integrated Learning) refers to teaching subjects in a foreign language to support students' language skills alongside their mastery of course content. The document discusses the history of CLIL in Europe over recent decades and centuries. It also examines definitions of CLIL, different forms it can take in education systems, and considerations around who can be a CLIL teacher. Effective CLIL teachers require strong skills in the target language plus strategies for supporting students, though they do not need to be language specialists.
Click on e clil c1-introduction to clil
- 1. CLICK ON E-CLIL 2019-1-RO01- KA229-063080_1 C1: Short term joint staff training event Jibou, Romania INTRODUCTION TO CLIL
- 2. HOW DO YOU FEEL ABOUT CLIL RIGHT NOW?
- 4. WHAT IS CLIL? LET’S WATCH A SHORT VIDEO.
- 5. HISTORY OF CLIL The concept of teaching through a foreign or a further language different from the official school language has been around in Europe for many years, decades and, in some cases, even for more than a century. Malta, for example, introduced CLIL-type programmes as early as in the 19th century, and in the1940s and 1950s Hungary, the Netherlands, the United Kingdom and Slovenia, among other countries, started to provide CLIL- programmes for speakers of regional and minority languages (Eurydice 2006, p. 14).
- 6. HISTORY OF CLIL In the 1990s, the term CLIL was coined mainly to refer to European versions of late- partial immersion programmes in which non-language subjects were taught not only in regional and minority languages, but also in foreign languages. Nowadays, as Europe is striving towards the aim for each citizen to become plurilingual, speaking two other languages besides their first language, many countries have implemented CLIL-type programmes within their educational systems.
- 7. PLURILINGUALISM The objective for plurilingualism goes alongside with the need to increase the communication in general among European citizens, and to foster a culture of mutual encounter and a liberal exchange of ideas. Last but not least, in a more down-to- earth sense, bi/multilingual education is seen to prepare students for an internationalised society and better job prospects (The European Commission 1995).
- 8. DEFINITION OF CLIL Work in international groups and try to make up a definition of CLIL. What is really CLIL?
- 9. DEFINITION OF CLIL • According to David Marsh, a leading expert in CLIL who first introduced it by name in 1994 'CLIL (Content and Language Integrated Learning) refers to situations where subjects, or parts of subjects, are taught through a foreign language with dual-focused aims, namely the learning of content, and the simultaneous learning of a foreign language'. (Marsh, 1994)
- 10. FORMS OF CLIL • Thousands different varieties of CLIL teaching exist. The reasoning behind selection is governed by a necessity of an adaptation to local conditions like the educational system, organizational and personnel resources, the specific aims of CLIL education and their implementation, the learner profile, the learners’ needs, in addition to social and political considerations.
- 11. EXISTING FORMS OF CLIL EDUCATION: • Language showers – implementation of CLIL in frequent but brief periods (from 10- 30 mins – three times a week – or more). CLIL topics are according to school’s weekly theme/topic. SOFT CLIL • Chosen subjects taught in a foreign language. HARD CLIL • Extracurricular activities: e.g. involvement In European projects.
- 12. THE CLIL TEACHER GROUP REFLECTION Since the early days of CLIL the following questions have been under discussion: 1.) • Who is qualified to implement CLIL? 2.) • Is it the foreign language teacher or is it the subject teacher or do we need a CLIL teacher?
- 13. THE CLIL TEACHER • Of course, there is a clear consensus on the fact that in order to teach through a foreign language, the teachers should have a good command of the target language. However, the question remains: “How good is good enough?”
- 14. THE CLIL TEACHER • There is common agreement that a CLIL teacher`s language competences are not necessarily identical with that of a language teacher: the finer points of grammar may not be of top priority, but extensive vocabulary knowledge and oral skills are vital to organise successful CLIL classes. There is a focus on lexis rather than on grammar.
- 15. THE CLIL TEACHER • As teachers are expected to teach their subject through English and use strategies for supporting learners in English, they do not necessarily have to be language teachers.
- 16. CONCLUSIONS 1.) What is CLIL? 2.) What forms of CLIL exist in education? 3.) Who can be a CLIL teacher?
- 17. • "The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein."