content and language integrated learning

Topics: Linguistics, Language acquisition, Language education Pages: 7 (1897 words) Published: September 21, 2013


Content & language integrated learning

Names and Surnames:

Matteo Javier Torres Ventura .

Date:

15th September , 2013

INDEX

PREFACE
……………………………………………………….…………………3

DRAWBACKS THAT INVOLVED CLIL ……………………………………………………….…………………4

LET US TAKE THE ADVANTAGES FOR KEEPING IN MIND CLIL AS AN OPTION ……………………………………………………….…………………5

A PANACEA IN EDUCATION
……………………………………………………….…………………6

CONCLUTION
……………………………………………………….…………………7

REFERENCES
……………………………………………………….…………………8

PREFACE

CLIL 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). Teaching content through language can help us introduce a wider, broader cultural context. Through CLIL we have the advantage of using our various students´ interests such as History, Science, Math, etc. to teach them English at the same time. It is a very effective way of developing communicative competence.

This quote is useful because it highlights some of the educational intention inherent to the CLIL paradigm. Through CLIL-type practice, one learns (subject) content whilst at the same time learning a foreign language. What could be better than this? The 'dual-focused' objective would seem to be implying that CLIL kills two birds with one stone, because has assumption that foreign languages are best learnt by focusing in the classroom not so much on language, its form and structure, but on the content through which language is transmitted. Compared to other content-based approaches the specific novelty of this approach is that classroom content is not so much taken from everyday life or general content of the target language culture but that it is rather drawn from content subjects or academic or scientific disciplines. Research does not have all the answers, but it can certainly stimulate reflection and discussion as stakeholders seek answers to challenging issues in CLIL and this work will definitely catalyze valuable discussions.

In this essay I talk about the advantages and disadvantages content and language integrated learning as well as a general conclusion explaining the language learning process in such an integrated context take into account both advantages and drawbacks

DRAWBACKS THAT INVOLVED CLIL.
On the negative side, the main problem of CLIL is that language teachers lack knowledge on the subjects while subject teachers have minimal knowledge of foreign languages. Moreover, many English language teachers worry about using CLIL materials. Publishing houses have not yet come up with such thing because they will have to be personalized for each country and each subject according to their curricula and culture. Therefore, for a teacher to create their own materials it will be time-consuming and will overload him/her. They would need to personalize them to suit their learners’ needs so as to enable them to develop until they are working at high levels of cognitive and linguistic challenge. Furthermore, It is said that CLIL can be used for non-orthodox linguistic purposes serving as an agent to impose political domination through language. When more traditional languages are the only ones to consider, for example English, is when this argument can be true. However, CLIL can also be a tool for teaching non-dominant languages, spoken by minority groups, such as Sorbian in Germany or Breton in France that are geographically minor languages. An example of this is the use of Turkish in Germany technical-professional schools, in subjects such as Economics. In Switzerland, other national languages are taught through CLIL. Thus, from my point of view, the “Trojan Horse” argument isn´t totally valid once CLIL does not intend to take out any “unwanted” language but to offer the chance to teach...

References: [1] Marsh, D. et al (2001): Profiling European CLIL Classrooms.
[2] Bentley, K (2009). Primary Curriculum Box. CLIL lessons and activities for younger learners: Cambridge University Press.
[3] Teaching Knowledge Test – Content and Language Integrated Learning. Handbook for Teachers: University of Cambridge ESOL Examinations
[4] Bentley, K (2010). The TKT Course. CLIL MODULE: Cambridge University Press.
[5] Krashen, S. 1982. Principles and Practice in Second Language Acquisition. Oxford: Pergamon
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