• Like
About CLIL
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

About CLIL

  • 3,011 views
Published

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
  • What about assessment in CLIL?
    Are you sure you want to
    Your message goes here
No Downloads

Views

Total Views
3,011
On SlideShare
0
From Embeds
0
Number of Embeds
1

Actions

Shares
Downloads
93
Comments
1
Likes
1

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. What is CLIL (A brief theoretical overview) Dalia-Ona Pinkevi čienė Loreta Zavadskienė
  • 2. What is CLIL?
    • An umbrella term covering a dozen of educational approaches (immersion, bilingual education, multilingual education, language showers, bains linguistiques ...)
    • A continuum of educational approaches devoted to two main components – language and content
    • CLIL is referred to as dual-focused education as lessons have two main aims, one related to particular subject or topic and one linked to language. (The British Council page ‘Teachig English’)
    • Neither ‘translation’ of first language teaching into another language, nor ‘disguised’ systematic grammar.
  • 3. Conceptual map for understanding CLIL: holistic, symbiotic view
  • 4. Language Triptych
  • 5. Benefits of CLIL
    • The whole that is greater than the sum of the parts
    • Accelerates learning
    • Nurtures a feel good ( fun!) and can do attitude towards language learning in general
    • Fires the brain up , fires the neurons
    • Rejuvenates teaching (David Marsh)
    • Serves as a platform for ultimate students’ interest in other languages and cultures
    • Gives feelings of professional satisfaction and cooperation to teachers
  • 6. Discouraging factors
    • CLIL is complex
    • There is no single model for CLIL – the context is to be taken into account
    • Who is to teach CLIL (language or subject teachers), and how to combine both?
    • Threat to the native language
    • Insufficient understanding of content through the medium of foreign language
    • CLIL methodology and assessment are not clear – teachers have to be supported
    • Teacher overload
  • 7. Current ELT interest in CLIL
    • CLIL programs are becoming common place in numerous countries in Europe (Austria, Finland, Spain, the Netherlands)
    • BUT NOT SO MUCH IN LITHUANIA!
  • 8. What is Ecology to do with CLIL?
    • In CLIL, l anguage learning is based on characteristics of ecology, i.e. it is holistic, interactive, dynamic, non-linear, complex, unpredictable, and situated in a certain context.
    • For this, the teacher needs
    • creativity, initiative , and effort.
    SO LET’S GO GREEN IN TEACHIN G!
  • 9. List of References
    • Coyle, D., Hood, P. and D. Marsh 2010. CLIL Content and Language integrated Learning. CUP
    • Integruotas dalyko ir užsienio kalbos mokymas. Lietuvos Respublikos Švietimo ir mokslo ministerija, Vilnius, 2007
    • Ceruti, M. A. On Solid Ground. Matching Practice and Theory in a CLIL Perspective. Studies about Languages 16/2010
    • J ä rvinen, H. M. What is Ecology to do with CLIL? An Ecological Approach in CLIL. International CLIL Research Journal 2009
    • Lasagabaster D. and Sierra J. M. Language Attitudes in CLIL and Traditional ELF Classes. International CLIL Research Journal 1/2009
    • Janulien ė A. On the Use of CLIL at Lithuanian Schools. Verbum 2010