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CLIL as a theoretical concept

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Angelica Cordova Armas

on 13 April 2015

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Transcript of CLIL as a theoretical concept

- Content (subject matter)
- Communication (language learning and using)
- Cognition (learning and thinking processes
- Culture (developing intercultural understanding and global citizenship)
The 4Cs Framework
In essence, intercultural skills and understanding need to be developed through interaction with a range of people in a range of contexts, so that new situations enable learners to adjust meaningfully in order to expand their own understanding.
From cultural awareness to intercultural understanding
Language of Learning
Language learning and Language using
Teachers:
*How to actively involve learners to think and articulate their own learning.
* Interactive classrooms: group work, student questioning and problem solving. Collaborative work.
*Knowledge and skills + cognitive engagement.
*Knowledge and how to use it throughout life.

Ss:
Develop metacognitive skills
The learning of content:
cognitive engagement + problem solving + higher-order thinking
No use of 'banking model' - where the expert deposits information and skill into the memory bank of the novice.

Use of SOCIAL-CONSTRUCTIVIST approaches - focus on interactive, mediated and student-lead learning. This kind of scenario requires social interaction between learners and teachers and scaffolded (supported) learning by someone or something more 'expert' - that might be the teacher, other learners or resources. (ZDP, Vygotsky, 1978)
Connecting content learning and language learning
CLIL as a theoretical concept
This involves the teacher in maintaining a balance between cognitive challenge for learners and appropriate and decreasing support as learners progress.
Create a THINKING curriculum
It is not enough to consider content learning without integrating the development of a range of thinking and problem-solving skills.
Language through Learning
Language for Learning
CLIL linguistic progression
An analysis of language needed for learners to access basic skills relating to the subject theme or topic.
It focuses on the kind of language needed to operate in a foreign language environment.
It is based on the principle that effective learning cannot take place without active involvement of language and thinking.
Intercultural awareness dialogue involves:
* using skills to mediate between one's own and other cultures.
* raising awareness about one's own cultures, including culturally learned attitudes and behaviors.
* developing learners' cultural knowledge, skills and attitudes in interactive settings.
References:
Do, C., Hood, P., Marsh, D.
CLIL - Content and Language Integrated Learning
2010, Cambridge University Press
Full transcript