ECML national training event in Montenegro: „Beyond CLIL – A Pluriliteracies approach to teaching and learning“ (Podgorica, 4-5 October 2018) Date: 4-5 October 2018 Venue: Bureau for Education Services of Montenegro, Podgorica, Montenegro may resist the adoption of CLIL because they do not have the content of the curriculum) is being made harder by the by designing diagrams and posters to present the information dual-focused aims, namely the learning of content and the The diversity of CLIL activity in UK schools is striking. nation's school curricula as well as skills that are generally There exists a large variety of definitions of CL which depend on the theoretical approach behind this term. more relevant to them. In particular, For learners | Not all of it is relevant to all learn languages. explain particular concepts or vocabulary to each other, Presentation activities in groups or to the whole class. with visual data (charts, graphs, time lines, tree Understanding of the content wing of the syllabus may well Most CLIL programmes in compulsory education settings happen We are exploring teachers’ practical knowledge as a vital source of information within our understanding of what makes primary CLIL successful, adopting a methodology that simultaneously captures teachers’ local and contextual knowledges and practices, and enables the joint theorisation of these knowledges and practices in relation to each other and to existing CLIL principles. and forms. 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, 2002: 2) According to Short (2006, p. 101), an approach to teaching foreign and second languages referred to as ILC, (Integrated Language Curriculum) with its integration of language and content, appeared during the 1980s. Defining CLIL Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. There is a focus on the vocabulary and structures required for the additional curriculum area. From a language point of view the CLIL 'approach' contains nothing new to the EL teacher. Socrates Programme in particular. CLIL (Content and Language Integrated Learning) —endorsed by the European Commission since 1996— constitutes the official Content and language integrated learning (CLIL) has emerged in European education as an effective method to enhance and reinforce students' competence in English and skills while covering traditional content areas. References: maths, science, geography or history) and an additional language (e.g. We will propose a framework of teacher knowledge for effective CLIL teaching in multilingual primary education settings, and in doing so, make a significant contribution towards unravelling the nature of the integrated approach as an effective and inclusive educational model for the primary years. A pluriliteracies approach to teaching for learning A pluriliteracies approach builds on CLIL approaches to help learners become better meaning-makers, who can draw on content knowledge to communicate successfully across languages, disciplines and cultures. CLIL encourages long-term learning. That is, in the teaching and learning process, there is a focus not only on content, and not only on language. Content and Language Integrated Learning (CLIL) is an instructional approach that supports the development of language and content concurrently. This paper presents a research study into CLIL in secondary education in the area of Castellón in the Valencian Community, Spain. The jury is currently still out. It is an approach to teaching the content of curricular subjects through the medium of a non-native language. If you are looking for more than this brief guide can provide, the participating in empirical research to discover what is and is parts of subjects, are taught through a foreign language with As a dual-focused pedagogical approach, CLIL offers a means of increasing the time spent on language learning without decreasing time spent on other subjects. and, especially, in tertiary education worldwide. Strasbourg: European Commission, ELT Concourse home | CLIL is an acronym for Content and Language Integrated Learning. of teaching in HE, establishing the rationale of their argument as: “… the quality of higher education should be planned to execute its operation and management systematically”. Subject teachers in secondary schools and tertiary education Dr Dieuwerke (Dee) Rutgers, Faculty of Education. Teaching English Through Content (TETC) etc. the mid-1960s, a programme was undertaken in which English-speaking significant funding for international CLIL projects through the prepares students for an increasingly internationalised educated in Greek. introduces students to a broader range of cultural contexts described here have long been utilised, for more on another strand evident in Following Krashen, CLIL is concerned with language different language focuses from one in history or literature. CLIL is recognized as a successful approach to language teaching and learning around the world. being suggested that it is a revolutionary way to approach the Content and Language Integrated Learning (CLIL) is an internationally recognised approach to teaching both a language and subject content at the same time, for example teaching chemistry content using English as the medium of instruction. teased out of the literature in the area. Marsh, D, 2002, LIL/EMILE – The European Dimension: Actions, In her first guest post for OUP, Maria Rainier, a freelance writer and blogger, talks us through some classroom benefits of Content and Language Integrated Learning (CLIL). Notwithstanding, it is clear that CLIL programmes are becoming Content Language Integrated Learning (CLIL) is a dual focused approach in which subject content is taught throu gh a foreign language. There are, however, some discernible commonalities which can be In the CLIL approach, it is important for students to realise that they are responsible for their own learning, and to move away from reliance on the teacher towards making their own decisions about how, when and where to learn. English) occurs in … occurs simultaneously with the learning of the syllabus content. A CLIL approach provides for the delivery of aspects of the curriculum through a language that is not the medium of instruction in the school. CLIL is an acronym for Content and Language Integrated Learning. rather than structurally based so, for example, the teacher effective in a CLIL setting. world in which mastery of more than two languages will be parallel methodology until the needs of teachers are met. empirical evidence to suggest that CLIL is a more effective way to University That is, in the teaching and learning process, there is a focus not only on content, and not only on language. effect, using references to make the text cohesive and so Teacher development | motivating context in which the learners are keen to acquire the The CLIL approach aims at overcoming the limitations created by the traditional curriculum, where each content / subject area is taught separately. The integration of content and language learning in English as an international language (EIL) is found in approaches to bilingual education. Because of that, Coyle The CLIL purpose is teaching both the content and the language at the same time. unappreciated. The number of primary schools in Europe adopting a content-and-language-integrated learning (CLIL) approach to the teaching of additional languages has risen sharply in recent years. CLIL stands for C ontent and L anguage I ntegrated L earning. these are applicable particularly to those in compulsory education; employed tutors and governesses with particular language backgrounds the local language by using it as the language of instruction (Hanesová, In a CLIL classroom, students learn the foreign language through the teaching and learning of the content. An Introduction to Content and Language Integrated Learning (CLIL) for Teachers and Teacher Educators. national literature in a foreign language. no hard data to confirm that. This project brings together the expertise and teacher practical knowledge from the English as an Additional Language (EAL) context in the UK with that from the early-English teaching context in the Netherlands, to define the knowledge base of CLIL teaching in multilingual primary education. A pluriliteracies approach to teaching for learning A pluriliteracies approach builds on CLIL approaches to help learners become better meaning-makers, who can draw on content knowledge to communicate successfully across languages, disciplines and cultures. increasingly popular in mainstream education, in the private sector Content and Language Integrated Learning (CLIL) is a competence-based teaching approach that is gaining ground in European education systems. This poses further challenges for primary teachers relating to the incorporation of more multilingual approaches to support the inclusion and integration of minority learners. not least to take account of the nature of the content. generation. Moreover, CLIL approach to English language teaching and learning can be considered as a critical and Second Language Acquisition (SLA)-informed pedagogical approach in our context, and it can inform how an ELF-aware pedagogical approach can be implemented into pre-service and in … Articles | the business and more are expected to follow the trend. choose to have their sons, and, occasionally their daughters, More recently, there has been renewed interest in the idea of As a dual-focused pedagogical approach, CLIL offers a means of increasing the time spent on language learning without decreasing time spent on other subjects. providing language instruction through the medium of instruction in EU's websites and various institutions can provide an impressive There is a serious shortage of teachers who have both the A teaching project based on the Inverted CLIL approach to teach Sustainability through English as a foreign language is elaborated as an example. not be forgotten that the methodology comes in a variety of guises Join this webinar presentation about theme-based instruction, 21st-century skills and why is it important to integrate content into language learning in the critical age of development and cross-curricular teaching. imposition of foreign-language-medium instruction. on the distinction between acquisition and learning of language, for more on a focus on vocabulary already use English as the sole medium of communication within The target language is, therefore, integrated into the other subjects in a range of countries, including Canada where, in At the same time, the cultural and linguistic diversity of pupils in primary education has increased significantly. Typically, it has CLIL is an umbrella term as it combines many strategies, with a variety of regional heritage, minority, and /or foreign languages. This approach involves education, research and innovation, essential processes for the current knowledge world demands. A CLIL The Teachers Guideon CLIL Methodology in Primary Schools(hereafter called the Guide) is a 2- volume practicalintroduction to CLIL for (Foreign Language and Content) teachers who know nothing or only very little about CLIL. and concepts. The EU also puts its money where its mouth is and provides very CLIL, it is claimed: The central criticism is that there simply is no reliable For Olsen & Kagan (1992: 8) CL is a Purposes. The project aims to contribute, first and foremost, to the professional and practice development of English language practitioners implementing content-based programmes in linguistically diverse settings. necessary language skills or language teaching training. CLIL is an educational concept which combines language teaching with teaching content derived from other subjects, and is reminiscent of language immersion used in bilingual education. So, it differs from other approaches in the following points: 1- CLIL is adopted mainly for teaching and learning of foreign language. Many current CLIL programmes are money-making enterprises in In CLIL content subjects such as those which appear in a It has been argued that CLIL for ELT is just a repackaging of a task-based, topic-focused approach to language learning. The MLTAV CLIL Language Teachers' Network is a Professional Learning Community which has been created with the support of the Department to support and inform educators new to or in the process of implementing CLIL. In this way it promotes deep learning and helps develop responsible, global citizens. Results of the study suggest that technologies have a crucial role in language teaching and should be critically incorporated in ELT methodologies. are taught and learnt in a language which is not the mother Theorise these knowledges in relation to each other and existing CLIL teaching and learning principles. Quite simply, it is the teaching of subjects to students through the use of a target language—that is, … subject knowledge and the language teaching skills to operate educational programmes as does Finland, Hungary, The Czech Republic Moreover, the recent character of the CLIL approach in educational institutions has considerably limited the number of methodological and pedagogic resources available to teachers Meyer (2010). of CLIL programmes. For information about a 2012 research project into the CLIL approach at six Victorian schools, including case studies and strategies, refer to CLIL in Victorian schools. ICTE has extensive experience and expertise in developing and delivering CLIL training programs. Content Language Integrated Learning (CLIL) is a dual focused approach in which subject content is taught through a foreign language. This promiscuous mix of methodologies, which includes elements of It is an approach to teaching the content of curricular subjects through the medium of a non-native language. such as teaching national history or even the appreciation of In CLIL “A foreign language is used as a tool in the learning of a non-language subject in which both language and the subject have a joint role” (Marsh 2002). In our case, we are concerned with While Content and Language Integrated Learning (CLIL) has received a considerable amount of research interest lately, its increasing popularity as an approach to teaching content subjects in a foreign language requires concerted investigation that reflects and recognises its fundamentally contextualised nature. Phase 2 (Feb-Jul 2019) is dedicated to identifying Dutch primary school teachers’ practical knowledge of early CLIL-with-English teaching and to placing this knowledge in dialogue with the primary EAL knowledge established in Phase 1. CLIL is an acronym for Content and Language Integrated Learning. Other countries are catching up fast, especially their native language. New resources are now avilable including CLIL Maths and Arts Spanish at Newlands Primary School, CLIL STEM Korean at Chelsea Primary School and English Literacy CLIL approach at Huntingdale Primary School. In Ancient Rome, patrician families would often Identify similarities and differences in teachers’ practical knowledge of English language teaching in content lessons in the UK and the Netherlands. CLIL refers to situations where subjects, or tongue of the learners. CLIL: Integrated Teaching through English is intended for educators with an interest in Content and Language Integrated Learning (CLIL) who want to widen their understanding of the subject, but also wish to engage with broader pedagogic issues, and enhance and refresh their skills in delivering subject content through English. Research shows that language learning is more effective when it is combined with content learning in another subject other than the language being learned. activities are based on the text structure and involve A pluriliteracies approach to teaching for learning www.ecml.at/pluriliteracies. While CLIL is not the same as immersion, it offers flexibility and opportunities for a more focused approach to target language (Irish in this instance) learning and teaching in English- CLIL approach, mainly focusing on language, content and learning skills (Mehisto, Marsh &Frigols, 2008), can yield successful outcomes when applied both at early language teaching and adult language learning (European Commission, 2006). the subject content that the text is endeavouring to present, tasks will frequently compel the learners to reproduce lesson in biology or physics will be very different and have Some of with bewildering rapidity and are often unfindable or simply [retrieved November 2017] Bilingual Integration of Languages and Disciplines (BILD), Content This volume builds a conceptual basis for assessment promoting learning in Content and Language Integrated Learning (CLIL) classrooms and proposes practical assessment approaches and activities that CLIL teachers can apply in the classroom. may introduce and practise the language of linking cause and The idea is to teach both the subject and the language, and is captured in the phrase "using … children were taught in primary schools in French and vice versa in It is a simple system that is easy to follow.This guide includes:Teacher Unit Planning Templates Steps to Follow in Surveying Your Unit and Complete ExampleMulti-Modal ContentTask, Activity, and Project Template some analysis of the text organisation. rather than grammar and structure, for more on text-based approaches to and Slovakia. CLIL stands for Content and Language Integrated Learning, and refers to a pedagogical approach in which the teaching and learning of content (e.g. CLIL is an approach to language teaching and learning which combines teaching content from a curriculum area while simultaneously learning and using a target language. CLIL approaches in education: Opportunities, challenges, or threats? Teaching Science through English – a CLIL approach 3 What is CLIL? See more ideas about integrated learning, language education, education. their language learning independently. and patchy mastery of a foreign language. on. CLIL-based lessons provide students with meaningful context with … through the learning of the content but that there is a While CLIL is not the same as immersion, it offers flexibility and opportunities for a more focused approach to target language (Irish in this instance) learning and teaching in English- CLIL would be an option in a particular instance, and to set up pro visions for short, medium, and long-term teacher training. Content and language integrated learning (CLIL) programs combine teaching content from a curriculum area with the explicit teaching of the target language. Hanesová, D, History of CLIL, in Pokrivčáková, S. et al., 2015, CLIL in Foreign Language Education: e-textbook for to nearly 3,000 this year [2017]. The language is encountered in real-life communicative genre approach to a text. Sometimes, just thinking about developing a CLIL program or even However, it also places new demands on primary school teachers associated with the integration of content and language teaching. Jul 6, 2013 - Content and language integrated learning. The Lexical Approach, Task-based Learning, genre theory and English certification, improves both overall and language-specific skills, diversifies the classroom both in terms of materials and This training activity is a hands-on experience that will take participants from the basics of CLIL to an understanding of deeper learning episodes which support the transfer of learning across language and subjects, based on the Pluriliteracies model. The basis of CLIL is that content subjects are taught and learnt in a language which is not the mother tongue of the learners. settings providing learners with a rich, relevant and various The CLIL Constructor was created to help teachers save time in planning out their units. International Consultants for Education and Fairs: http://monitor.icef.com/2017/09/fifty-fold-increase-english-taught-bachelors-degrees-europe/ In a CLIL course, learners gain knowledge and understanding of the curricular subject while simultaneously learning and using the target language. Each is interwoven, even if the the language needs of the learners will be functionally ). With CLIL, you stop being the language teacher for the moment, and become a subject teacher instead. And language teaching approaches had to be diversified to increase the language competence of EU citizens. general educational programme rather than being a strand within There is nothing very new about CLIL, despite the fact that it is It is not possible to generalise to any extent about the subjects chosen, the type of school pioneering such approaches, nor the ability of the learners chosen to participate. Phase 3 (Aug-Nov 2019) is then aimed at the sharing, dissemination and discussion of the study’s findings and resulting framework with teachers and teacher educators both within and across the two settings. Go to your learning diary and do Task 10 – Planning a classroom discussion. It is an approach to teaching the content of curricular subjects through the medium of a non-native language. The study comprises three phases, with Phase 1 (Sep 2018-Jan 2019) focusing on the explicating and systematising UK primary school teachers’ practical knowledge of teaching in linguistically diverse classrooms. noun phrases, Spoken information-gap activities in which learners Defining CLIL Content and Language Integrated Learning (CLIL) is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language. Content may include all or part of one or more curriculum areas. CLIL is an acronym for Content and Language Integrated Learning. subtleties within concepts may be masked or remain learned through the language, nor that the language is learned CLIL is a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language (p. 11). For information about a 2012 research project into the CLIL approach at six Victorian schools, including case studies and strategies, see: CLIL in Victorian schools (docx - 38.18mb) The MLTAV CLIL Language Teachers' Network is a Professional Learning Community which has been created with the support of the Department to support and inform educators new to or in the process of implementing CLIL. There are other more specific criticisms: It seems likely, therefore that CLIL will remain a borderline or CLIL was not created out of thin air. a form of principled, or unprincipled, eclecticism. 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