*
Condado Martín, Laura
García Cortelles, María
Gutiérrez López, Marta

G1469- AICLE
*
* “The ability to comunicate” has enjoyed high
priority in the discourse the proper goals of
foreign language education....
*
* Linguistic competence is based on “The language

system” or “grammar” and usually concerns aspects
of linguistic knowl...
*
* Is employed to describe situations where second language

competencies are developed through the teaching of curricula...
*
* Content outcomes:
CLIL students work more persistently on tasks, showing higher
tolerance of frustration, thus acquiri...
*
* Process is created in which this knowledge is not

transmitted but jointly constructed in a common
discourse space. by...
*
* Beneficts in CLIL instruction
* Teachers‟ qualification is of primary importance for
a fruitful process of learning an...
*
* The teachers will read you a story and you
will have to listen carefully.

* Divide the class into four groups and eac...
*
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Colloquia 12

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Colloquia 12

  1. 1. * Condado Martín, Laura García Cortelles, María Gutiérrez López, Marta G1469- AICLE
  2. 2. * * “The ability to comunicate” has enjoyed high priority in the discourse the proper goals of foreign language education. * In other words, the CLIL lesson as an oral practice or speech event is an element in the learning process that cannot be disregarded, and it is a short characterization of this speech event.
  3. 3. * * Linguistic competence is based on “The language system” or “grammar” and usually concerns aspects of linguistic knowledge up to the sentence level. * Sociolinguist competence is defined as knowledge of socially and culturally appropriate language use in terms of formality, politeness and interpersonal relations. * Discourse competence is the most readily recognized as an issue in the written mode and explicit instruction on how to present ideas in a text. * Strategic competence communication skills for communication. We need these skills for first language interaction. This model will now be used to evaluate the observable language use of students in secondary CLIL classrooms.
  4. 4. * * Is employed to describe situations where second language competencies are developed through the teaching of curricular content that is not typical of language classes per se. * List of goals formulated in the CLIL-Compendium: DEVELOP INTERCULTURAL COMMUNICATION SKILLS PREPARE FOR INTERNATIONALISATION PROVIDE OPPORTUNITIES TO STUDY CONTENT THROUGH DIFFERENT PERSPECTIVES ACCESS SUBJECT-SPECIFIC TARGET LANGUAGE TERMINOLOGY IMPROVE OVERALL TARGET LANGUAGE COMPETENCE DEVELOP ORAL COMMUNICATION SKILLS DIVERSIFY METHODS & FORMS OF CLASSROOM PRACTICE INCREASE LEARNER MOTIVATION
  5. 5. * * Content outcomes: CLIL students work more persistently on tasks, showing higher tolerance of frustration, thus acquiring a higher degree of procedural competence in the subject. * Language outcomes: It‟s necessary integrate the factors in a coherent model of competence, which can then serve as a conceptual groundwork for the practice of CLIL. There are certain aspects of language competence are developed more than others: Receptive skills Vocabulary Morphology Creativity, risk-taking, fluency, quantity Emotive / affective outcomes
  6. 6. * * Process is created in which this knowledge is not transmitted but jointly constructed in a common discourse space. by simple power of logic, that CLIL students are listeners most of the time. - Teacher questions - Teacher feedback - Student answers - Student presentations - Reading aloud -> „lecturing‟.
  7. 7. * * Beneficts in CLIL instruction * Teachers‟ qualification is of primary importance for a fruitful process of learning any subject through any foreign language. Developing certain skills, deepening students‟ understanding of themselves, inspiring tolerance for otherness. * What is needed, however, is to enrich these textbooks with additional tasks and to give an „intercultural‟ focus of the already existing ones. Teachers often have to look for and even translate supplementary materials.
  8. 8. * * The teachers will read you a story and you will have to listen carefully. * Divide the class into four groups and each group will have a different function. * Are you ready? here we go!
  9. 9. *

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